If Classrooms Matter

Progressive Visions of Educational Environments

Nonfiction, Reference & Language, Education & Teaching
Cover of the book If Classrooms Matter by , Taylor and Francis
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Author: ISBN: 9781135874803
Publisher: Taylor and Francis Publication: January 11, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781135874803
Publisher: Taylor and Francis
Publication: January 11, 2013
Imprint: Routledge
Language: English

Where does learning take place? In this collection of passionately argued essays, leading educators and theorists explore the "where" of pedagogy - how pedagogical processes are influenced by local conditions. Understanding this dynamic just may be the single most important ingredient to successful teaching.Classrooms Matter presents some of the best known voices in critical pedagogy--Michael Apple, Henry Giroux, Stanley Aronowitz, Carol Becker, Peter McLaren--alongside essays by such well-known scholars as Mark Poster, Sharon O'Dair, David Trend, Jacqueline Bobo, and others. These thinkers explore the sensitive balance between technology, physical space, economic developments, political events, and the goals of teaching--a balance we must constantly renegotiate if classrooms are to matter at all.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Where does learning take place? In this collection of passionately argued essays, leading educators and theorists explore the "where" of pedagogy - how pedagogical processes are influenced by local conditions. Understanding this dynamic just may be the single most important ingredient to successful teaching.Classrooms Matter presents some of the best known voices in critical pedagogy--Michael Apple, Henry Giroux, Stanley Aronowitz, Carol Becker, Peter McLaren--alongside essays by such well-known scholars as Mark Poster, Sharon O'Dair, David Trend, Jacqueline Bobo, and others. These thinkers explore the sensitive balance between technology, physical space, economic developments, political events, and the goals of teaching--a balance we must constantly renegotiate if classrooms are to matter at all.

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