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OverviewIn most Western developed countries, adult life is increasingly organized on the basis of short-term work contracts and reduced social security funds. In this context it seems that producing efficient job-seekers and employees becomes the main aim of educational programs for the next generation. Through case studies of Turkish and Arabic students in Berlin (Germany), Asian, Hispanic and Black students in Long Beach (USA), and children of landless rural workers in Espirito Santo (Brazil), this book investigates emerging educational practices and takes a critical stance towards what can be seen as ""mainstream"" or ""dominant"" educational politics. Kontopodis poses the question of whether encouraging students to engage in guided reflection about themselves, their past performance and their future career supports marginalized youth in dealing with complex everyday situations and actively participating in societal improvement. His interdisciplinary theoretical account draws on process philosophy and time theory, developmental and educational psychological theorising (mainly Vygotskian/post-Vygotskian), sociology of education, as well as on continuing discussions in the fields of science and technology studies and anthropology. The book suggests an innovative relational understanding of time and development at school which can prove of particular importance for the education of marginalized students. Full Product DetailsAuthor: Michalis KontopodisPublisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.750kg ISBN: 9780415516761ISBN 10: 0415516765 Pages: 152 Publication Date: 26 July 2012 Audience: College/higher education , Tertiary & Higher Education , Undergraduate Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents"Introduction: Looking to the Future 1. Learning, Development and Technologies of the Self: Dealing with Critical Situations and Marginalization in Germany 2. ""Either Now or Never"": The Developmental Temporalities of School-to Work Transition. Interlude: ""I Can’t Begin Anything with This"" 3. Freedom Writers, California, 1994 – 1998: When Meta-Reflection Creates Radically New Possibilities for Learning and Development at School 4. Doing Collective Pasts and Futures: Pedagogia da Terra in the Landless Rural Workers’ Movement in Brazil, Espírito Santo. Instead of an Epilogue: The Dynamics of Learning and Development as Becoming. Appendix."ReviewsIn this ambitious and provocative book, Michalis Kontopodis explores how temporal dimensions of development are enacted through culturally mediated social practices, highlighting the links between memory, imagination and collaboration. By drawing on everyday lives of marginalized students variously positioned within their unique cultures yet subjected to the abiding power of neoliberal educational regimes, this approach breaks with the tradition that assumes a position of a neutral observer. In its activist critical stance that interrogates political contexts of human development, the book exemplifies a novel and much needed trend in socio-cultural studies that itself helps to enact new possibilities for the future. - Anna Stetsenko, City University of New York, Co-editor of Voices within Vygotsky's Non-classical Psychology: Past, Present, Future (Nova Science, 2002). Excellent book which moves brilliantly from the analysis of local schools and concrete student cases to a timely discussion of global educational politics and dynamics . - Christoph Wulf, Free University Berlin, Author of Educational Anthropology (LIT) and Educational Science: Hermeneutics, Empirical Research, Critical Theory (Waxmann), Editor of Zeitschrift fur Erziehungswissenschaft Trained both in educational psychology and in anthropology, the author provides fantastic information about German, US and Brazilian educational projects while exploring students' personal dramas and developmental trajectories. The analysis sheds new light on existing Vygotskian scholarship and interpretation and opens new paths in the education of urban and rural marginalized populations. - Erineu Foerste, Federal University of Espirito Santo, Brazil, Author of Parceria na Formacao de Professores (CORTEZ, 2005) and Co-editor of Projeto Politico-Pedagogico da Educacao do Campo (PRONERA, 2008). Author InformationMichalis Kontopodis is a Research Associate at the Institute of European Ethnology, Humboldt University Berlin. Tab Content 6Author Website:Countries AvailableAll regions |
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