The rediscovery of teaching / Gert J. J. Biesta.

By:

Biesta, Gert [author.]

Material type: Text

text

Media type:

unmediated

Carrier type:

volume

ISBN:

1138670707
9781138670709
1138670693
9781138670693

Subject(s):

Teaching

DDC classification:

371.102 23

LOC classification:

LB1025.3

Contents:

Prologue: The Need for a Re(dis)covery of Teaching -- 1. What Is the Educational Task? -- 2. Freeing Teaching from Learning -- 3. The Rediscovery of Teaching -- 4. Don't Be Fooled by Ignorant Schoolmasters -- 5. Asking the Impossible: Teaching as Dissensus -- Epilogue: Giving Teaching Back to Education.

Summary: "The Rediscovery of Teaching presents the innovative claim that teaching does not necessarily have to be perceived as an act of control but can be understood and configured as a way of activating possibilities for students to exist as subjects. By framing teaching as an act of dissensus, that is, as an interruption of egological ways of being, this book positions teaching at the progressive end of the educational spectrum, where it can be reconnected with the emancipatory ambitions of education."--Publisher's website.

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Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
Book	North Campus North Campus Main Collection	371.102 BIE (Browse shelf(Opens below))	1	Available		A534231B

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Previous								Next
Previous	371.102 BEE Teaching 21st century skills : an ASCD action tool /	371.102 BEN Beyond Monet : the artful science of instructional integration /	371.102 BER Teacherpreneurs : innovative teachers who lead but don't leave /	371.102 BIE The rediscovery of teaching /	371.102 BLA Inside teaching : how to make a difference for every learner and teacher /	371.102 BOR Reach, touch, and teach : student concerns and process education /	371.102 BRO Making a difference in the classroom : the reality and truth of teaching in schools today /	Next

Includes bibliographical references and index.

"The Rediscovery of Teaching presents the innovative claim that teaching does not necessarily have to be perceived as an act of control but can be understood and configured as a way of activating possibilities for students to exist as subjects. By framing teaching as an act of dissensus, that is, as an interruption of egological ways of being, this book positions teaching at the progressive end of the educational spectrum, where it can be reconnected with the emancipatory ambitions of education."--Publisher's website.

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