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Learning to Labour in Post-Soviet Russia: Vocational youth in transition (BASEES/Routledge Series on Russian and East European Studies)
by Charles WalkerThis book explores the changing nature of growing-up working-class in post-Soviet Russia, a country dislocated by the experience of neo-liberal economic reform. Based on extensive ethnographic research in a provincial Russian region, it follows the experiences of vocational education graduates whose colleges continue to channel them into the ailing industrial and agricultural sectors. Rather than settling for transitions into ‘poor work’, the book shows how these young men and women develop a range of strategies aimed at overcoming the poverty of opportunity available to them in traditional enterprises, pursuing instead emerging opportunities in higher education, jobs in the new service sector and the prospect of migration. Drawing on a range of theoretical perspectives, Charles Walker analyses these strategies and their significance for wider processes of social change and social stratification in post-Soviet Russia.
Learning to Labour: How Working Class Kids Get Working Class Jobs
by Paul WillisThis book which has now established itself as a classic study of working class boys describes how Paul Willis followed a group of 'lads' as they passed through the last two years of school and into work. The book explains that for 'the lads' it is their own culture which blocks teaching and prevents the realisation of liberal education aims. This culture exposes some of the contradictions within these formal aims and actually supplies the operational criteria by which a future in wage labour is judged. Paul Willis explores how their own culture can guide working class lads on to the shop floor. This is an uncompromising book which has provoked considerable discussion and controversy in educational circles throughout the world - it has been translated into Finnish, German, French, Swedish, Japanese and Spanish.
Learning to Lead Together: An Ecological and Community Approach
by Jane RiddifordNever before has there been such strong recognition of the importance of community-based green spaces to local communities and urban redevelopment. This book is an autoethnographic account of the challenges and breakthroughs of learning to lead together. The interwoven stories provide first-hand, evocative examples of how an ecological and community approach to organisational development and urban regeneration helped shift the business as usual paradigm. It will help you identify and step beyond individualistic and ‘heroic’ notions of leadership, and will inspire you to find your own way of embracing natural and shared authority. The book focuses on the experiences of developing an environmental education charity in London; Global Generation. It shows how action research, nature practice and storytelling has successfully grown shared purpose, trust and collaboration, both within Global Generation and in the wider community. The style and structure of the book reflects the participatory approach that it presents. The author, Jane Riddiford, deliberately challenges the norms of authorship, which is shaped by the dominant Western narrative – objective, authorless and ‘othered’. This book goes beyond this narrow framework, combining different styles of writing, including traditional and autobiographical storytelling, diary entries and co-writing. Along with practice accounts of what happened, challenges raised and lessons learned, each chapter will also include other people’s descriptions of their experience of being involved in the process.
Learning to Listen: A Life Caring for Children (A Merloyd Lawrence Book)
by T. Berry BrazeltonFrom his childhood in Waco, Texas, where he took expert care of nine small cousins while the adults ate Sunday lunch, to Princeton and an offer from Broadway, to medical and psychoanalytic training, to the exquisite observations into newborn behavior that led babies to be seen in an entirely new light, Dr. T. Berry Brazelton's life has been one of innovation and caring. Known internationally for the Touchpoints theory of regression and growth in infants and young children, Brazelton is also credited for bringing the insights of child development into pediatrics, and for his powerful advocacy in Congress. In Learning to Listen, fans of Brazelton and professionals in his field can follow both the roots of a brilliant career and the evolution of child-rearing into the twenty-first century.
Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms (Spirituality, Religion, and Education)
by Jwalin PatelThis book calls for an expanded vision of holistic education that emphasizes togetherness and harmony through the discovery of oneself, others, and the larger society. It brings together teachers’ voices, experiences, and practices for such an education with Southern Knowledge, philosophy and ideologies proposed by Indian philosophers and spiritual leaders like Aurobindo, the Dalai Lama, Gandhi, Krishnamurti, and Tagore. The book reconceptualizes and extends UNESCO's "Learning To Live Together" to emphasize "Learning to Live Together Harmoniously" (LTLTH) and develops a novel conceptual framework for it. The book also explores how LTLTH can be translated into practice; calling for a continuum of harmonious lived experiences created through experiential and project based pedagogy, systems and processes for autonomy and autonomous behaviour regulation, empathetic teacher student relations, schoolwide ethos of harmonious living, and teachers’ ways of living and being.
Learning to Live in Boys’ Schools: Art-led Understandings of Masculinities (Routledge Critical Studies in Gender and Sexuality in Education)
by Donal O'DonoghueThis book is about boys’ experiences of being educated in independent single-sex schools in Canada. These experiences, which are oftentimes attributed to particular places and moments at school, reveal ways in which school places are both "companionable" and "influential" in how boys become available to themselves and others as they pursue the possibility of becoming somebody. Curious about how masculinities show up in places at school and studying the sorts of gendered subjectivities that such places invite, entice, support and deny, the book extends beyond traditional ways of thinking and writing about the production of masculinities in education by introducing a different set of conceptual orientations and inquiry practices, including post-masculinities, weak theory, and art-led research and thought practices.
Learning to Love: Arranged Marriages and the British Indian Diaspora (Politics of Marriage and Gender: Global Issues in Local Contexts)
by Raksha PandeLearning to Love moves beyond the media and policy stereotypes that conflate arranged marriages with forced marriages. Using in-depth interviews and participant observations, this book assembles a rich and diverse array of everyday marriage narratives and trajectories and highlights how considerations of romantic love are woven into traditional arranged marriage practices. It shows that far from being a homogeneous tradition, arranged marriages involve a variety of different matchmaking practices where each family tailors its own cut-and-paste version of British-Indian arranged marriages to suit modern identities and ambitions. Pande argues that instead of being wedded to traditions, people in the British-Indian diaspora have skillfully adapted and negotiated arranged marriage cultural norms to carve out an identity narrative that portrays them as "modern and progressive migrants"–ones who are changing with the times and cultivating transnational forms of belonging.
Learning to Save the Future: Rethinking Education and Work in an Era of Digital Capitalism (Critical Interventions)
by Alexander J. MeansMainstream economists and Silicon Valley entrepreneurs claim that unfettered capitalism and digital technology can unlock a future of unbounded prosperity, create endless high paying jobs, and solve the world’s vast social and ecological problems. Realizing this future of abundance purportedly rests in the transformation of human potential into innovative human capital through new 21st century forms of education. In this new book Alex Means challenges this view. Stagnating economic growth and runaway inequality have emerged as the ‘normal’ condition of advanced capitalism. Simultaneously, there has been a worldwide educational expansion and a growing surplus of college-educated workers relative to their demand in the world economy. This surplus is complicated by an emerging digital revolution driven by artificial intelligence and machine learning that generates worker displacing innovations and immaterial forms of labor and valorization. Learning to Save the Future argues that rather than fostering mass intellectuality, educational development is being constrained by a value structure subordinated to 21st century capitalism and technology. Human capabilities from creativity, design, engineering, to communication are conceived narrowly as human capital, valued in terms of economic productivity and growth. Similarly, global problems such as the erosion of employment and climate change are conceived as educational problems to be addressed through business solutions and the digitalization of education.?This thought-provoking account provides a cognitive map of this condition, offering alternatives through critical analyses of education and political economy, technology and labor, creativity and value, power and ecology.
Learning to Stop: Mindfulness Meditation as Anti-violence Pedagogy
by Remy Y.S. LowThis book is a philosophical and historical study that explores how meditative practices for cultivating mindfulness can be regarded as a unique form of education against violence—one that emphasizes stopping and contemplation as a necessary precursor to action. It brings together the idiosyncratic but insightful musings on violence by Slovenian philosopher Slavoj Žižek with recent research on mindfulness and violence as a lens. Using this lens, it looks at two exemplary educators and how they taught mindfulness meditation as a way of resisting the types of violence they and their students faced: the Vietnamese Zen teacher Thich Nhat Hanh amidst the brutality of the Second Indochina War (1955-1975), and the African-American studies professor and cultural critic bell hooks in the face of systemic oppression in the United States of the 1980s.
Learning to Teach in the Primary School (Learning to Teach in the Primary School Series)
by Teresa Cremin Helen Hendry Anna HarrisonHow do you become an effective primary school teacher? What do you need to be able to do? What do you need to know?Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations.The fifth edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent curriculum and policy changes across the UK. It features two new co-editors and 13 new chapters and enhanced accessibility throughout. New or completely rewritten chapters have been included on: Reading curriculum Writing curriculum Maths curriculum Science curriculum Arts-enriched curriculum Humanities curriculum Adaptive teaching Education and wellbeing Education for sustainability Applying for jobs and preparing to be an ECT A selection of extra tasks have been woven throughout, with an emphasis on innovative, reflective practice, and new ‘vivid examples’ bring each chapter’s argument to life in a classroom context.Providing a comprehensive but accessible introduction to teaching and learning in the primary school, covering everything a trainee needs to know in order to gain QTS, this accessible and engaging textbook is essential reading for all students training to be primary school teachers.This textbook is supported by a free companion website with additional resources for instructors and students and an accompanying series of books on Teaching Creatively across the curriculum.
Learning versus the Common Core (Forerunners: Ideas First #55)
by Nicholas TampioAn open challenge to Common Core&’s drive for uniformity Nicholas Tampio watched as his kindergartner&’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.Forerunners: Ideas First Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead
Learning with Damaged Colonial Places: Posthumanist Pedagogies from a Joburg Preschool (Children: Global Posthumanist Perspectives and Materialist Theories)
by Theresa Magdalen GiorzaThis book offers a close and detailed account of the emergent and creative pedagogies of children learning together in a small, not-for-profit preschool, and the entangled becomings of their carers as well as the researcher–artist–author. The mutually affecting and inseparable realities of the ‘material’ and the ‘discursive’ are made visible through lively and sensual pedagogical invention by a group of five-year olds in the inner-city preschool which is located in Johannesburg, South Africa. These small, local stories are recognized in their emergence with global geopolitical realities. The author makes a valuable contribution to post-qualitative research through the use of visual research methods and non-representational approaches to working with knowledge. The book draws on the constantly evolving practices of Philosophy for Children (P4C) and Reggio Emilia both as pedagogical tools and as research methods. Photographs and stills from video footage provide a sense of the relatively modest material environment of the school. The book celebrates the considerable richness of the involvement of the children and the enormous possibilities offered by the world both inside and outside of the classroom when an enquiry-led art-based pedagogy is followed. Drawings and other products created by the children in the study offer valuable insight into the depth and complexity of their engagement with their worlds, both individual and collaborative.
Learning ‘from’ and ‘with’ the Locals: Traditional Knowledge Systems for Environmental Sustainability in the Himalayas (Advances in Asian Human-Environmental Research)
by Pardeep Singh Anwesha BorthakurThis book aims to capture the fading traditional knowledge systems of local and indigenous communities in the Himalayas. As many of these practices are at risk of disappearing, the book serves as a valuable record. It encourages readers to reflect on the implications of such knowledge for environmental sustainability today. Focusing on one of the most crucial mountain ranges globally, the book emphasizes the importance of learning ‘from’ and ‘with’ the locals about their lived experiences in the Himalayas. Understanding their unique set of traditional knowledge and technologies is crucial for building climate resilience and effective environmental management. With contributions from experts across the Himalayan region, the book strives for a comprehensive grasp of environmental challenges and potential solutions. Beyond documentation, the goal is to explore opportunities for integrating traditional knowledge with modern scientific approaches. Recognizing the urgency, the book advocates for the preservation of local and indigenous knowledge to address the ongoing global environmental crisis.
Learning, Capability Building and Innovation
by Keun Lee Richard Nelson Gabriela Dutr�nit Alexandre O. Vera-Cruz Luc SoeteToday, a large number of scholars studying development understand this process as involving learning and capability building. Capability building is an active, not a passive, process. It requires a purposeful effort from the learner's side, with support and commitment on allocation of time and resources toward learning activities. This process implies the possibility of failure as well as success, as we also learn from failures. A global cast of academics and policy makers examines economic development as a process of learning and technological accumulation, showing how economic development is a process involving creative destruction. While markets and market competition play major roles in structuring the development process, non-market institutions and government policies matter.
Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations
by Joseph D. NovakThis fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Learning, Training, and Development in Organizations (SIOP Organizational Frontiers Series)
by Steve W. J. KozlowskiThis scholarly book in SIOP’s Organizational Frontier series looks at research on enhancing knowledge acquisition and its application in organizations. It concentrates on training, design and delivery given the changing nature of work and organizations. Now that work is increasingly complex, there is greater emphasis on expertise and cognitive skills. Advances in technology such as computer simulations and web-based training are necessitating a more active role for the learner in the training process. In the broad context of the organization systems, this book promotes learning and development as a continuous lifelong endeavor.
Learning, Work and Practice: New Understandings
by Paul GibbsThis book's original contribution to a crowded literature on work and learning will attract strong international interest. Its focus on the philosophy of learning at work brings a fresh perspective on a topic normally viewed through psychological, anthropological and sociological eyes. It assembles a host of internationally recognized scholars who reflect on the various philosophies of work-based learning. Full of distinctive and original contributions that provide perceptive insights into the subject, the work will be a practical support to teachers, trainers and researchers at the same time as it gives readers a clear philosophical grounding in learning at work. It is, however, not simply a book about philosophy, but a gazetteer of approaches to education in work that will sustain and inspire those who provide, engage in, and support the learning of new knowledge and skills in the workplace. With adaptability to new employment opportunities so vital to existing workers, the authors stand behind continued provision of work-based learning in the face of tightening economic constraints.
Leatherman: The Legend of Chuck Renslow
by Tracy Baim Owen KeehnenA prominent Chicago gay activist and entrepreneur is the subject of an in-depth biography, Leatherman: The Legend of Chuck Renslow, by journalists and authors Tracy Baim and Owen Keehnen. Living as an openly gay man in 1950s Chicago was no easy task. For Chuck Renslow, that was only his first of many bold moves. Just out of high school he began what was to become a six-decade empire, starting more than two dozen businesses in Chicago, as well as a few in other cities. He has owned bars, discos, photo studios, health clubs, bathhouses, gay magazines and newspapers, hotels, restaurants, and bookstores. Throughout it all he dealt with Mafia and police payoffs, anti-gay political policies, harassment from censors, and even controversy within the gay community. In the mid-1950s, after having a portrait and then cheesecake studio, Renslow began experimenting with beefcake photography and began Kris Studio. With his longtime lover, the artist Dom Orejudos aka Etienne and Stephen, at his side, Renslow created Kris Studio a leader in male physique photography, resulting in such magazines as Triumph, Mars and The Rawhide Male, producing thousands of erotic images as well as several films. In 1959 Renslow took over the Gold Coast Show Lounge and transformed it into one of the most lowdown libidinous gay leather bars in the world. With Etienne's murals adorning the walls, a leather/Western/uniform dress code for patrons, and a dark Pit that featured all sorts of goings-on, the Gold Coast set the standard for raunchy kink and gay sexual liberation. It was the birthplace of motorcycle clubs and sex groups, but above all a place for people to meet, connect, and explore themselves and their sexuality. The Gold Coast was also the birthplace of the first leather contest, which in the span of a few short years evolved beyond the bar's capacity and became International Mr. Leather in 1979. More than three decades later, it continues to be one of the world's most popular gay events. Renslow was also one of the pioneers in taking a bathhouse beyond merely the borders of a mere sex club. Man's Country became something truly unforgettable in the 1970s - a sex-and-entertainment complex with a variety of rooms, shops, and a Music Hall that attracted top names touring in the "K-Y circuit," from Sally Rand to Wayland Flowers to Rusty Warren and Charles Pierce. Renslow was a dynamic force in Chicago politics under mayors starting with Richard J. Daley, and he ran to be a delegate for Sen. Ted Kennedy's 1980 presidential run. He danced with another man at a 1977 inaugural ball for Jimmy Carter. Renslow helped protest against unfair policies, fought censorship and entrapment, and battled Anita Bryant. He even served as a field contact for the pioneering work at the Kinsey Institute, as well as performing sexual acts for Kinsey researchers. He knew entertainment celebrities from Marlene Dietrich to Rudolf Nureyev, from Divine to Grace Jones, and from Sylvester to Quentin Crisp. In their heyday Chuck Renslow's annual White Parties were celebrations beyond compare. When Chicago's gay community faced the loss of its newspaper, Renslow bailed out and ran GayLife. He also co-founded the Leather Archives & Museum (with Tony DeBlase). Through it all Renslow has also been Daddy of the Family, a unique created group of lovers, tricks, and friends who were bound by sex and oftentimes love and by a goal of providing comfort and support to one another.
Leaving Christianity: Changing Allegiances in Canada since 1945 (Advancing Studies in Religion)
by Stuart Macdonald Brian P. ClarkeCanadians were once church-goers. During the post-war boom of the 1950s, Canadian churches were vibrant institutions, with attendance rates even higher than in the United States, but the following decade witnessed emptying pews. What happened? In Leaving Christianity Brian Clarke and Stuart Macdonald quantitatively map the nature and extent of Canadians’ disengagement with organized religion and assess the implications for Canadian society and its religious institutions. Drawing on a wide array of national and denominational statistics, they illustrate how the exodus that began with disaffected baby boomers and their parents has become so widespread that religiously unaffiliated Canadians are now the new majority. While the old mainstream Protestant churches have been the hardest hit, the Roman Catholic Church has also experienced a significant decline in numbers, especially in Quebec. Canada’s civil society has historically depended on church members for support, and a massive drift away from churches has profound implications for its future. Leaving Christianity documents the true extent of the decline, the timing of it, and the reasons for this major cultural shift.
Leaving Islam, Ex-Muslims and Zemiology
by Weronika LenartowiczCases of ex-Muslims in Europe being punished by their former fellow Muslims constitute an unacceptable practice from the standpoint of democratic societies in which human rights are respected and individuals have the freedom to choose their religion, or none at all. Ex-Muslims’ fear of punishment by their former community should prompt an open, candid, and measured discussion of the issue.Leaving Islam, Ex-Muslims and Zemiology presents the reasons for and consequences of consciously leaving Islam, based on interviews with 80 ex-Muslims currently living in Germany and Sweden. In their view, many of the practices and beliefs of Islam are harmful and unfair. Many parts of the Islamic world regard apostasy as treason or a crime. As a result, emphasis in the book is shifted from “crime” to “harm” and a thesis is put forward concerning the “decriminalization” of apostasy from the perspective of zemiology. The book highlights how a broader shift of interest in the democratic structures of Europe could allow ex-Muslims to join the discussion on the guaranteed right to religious liberties and freedom of speech in the context of the apostasy law in Islam. This should happen without fear for their own security and without facing potential suppression or social exclusion. It will appeal to scholars with interest in Islam and the conflict between religious values and an individual’s aspirations and needs.
Leaving Latinos Out of History: Teaching US History in Texas
by Julio NoboaDespite being the state with perhaps the longest history of Latino presence, power and influence, Texas has very much under-represented Latinos in its schools history curriculum. Through an analysis of teaching materials and curriculum goals, Noboa investigates the extent to which this significant minority is effectively excluded from American historical narrative.
Leaving Prostitution: Getting Out and Staying Out of Sex Work
by Sharon S. OselinWhile street prostitutes comprise only a small minority of sex workers, they have the highest rates of physicaland sexual abuse, arrest and incarceration, drug addiction, and stigmatization, which stem from both their public visibility and their dangerous work settings. Exiting the trade can be a daunting task for street prostitutes; despite this, many do try at some point to leave sex work behind. Focusing on four differentorganizations based in Chicago, Minneapolis, Los Angeles, and Hartford that help prostitutes get off the streets, Sharon S. Oselin’s Leaving Prostitution explores the difficulties, rewards, and public responses tofemale street prostitutes’ transition out of sex work.Through in-depth interviews and field research with street-level sex workers, Oselin illuminates their pathways into the trade and their experiences while in it, and the host of organizational, social, and individual factors that influence whether they are able to stop working as prostitutes altogether. She also speaks to staff atorganizations that aid street prostitutes, and assesses the techniques they use to help these women develop self-esteem, healthy relationships with family and community, and workplace skills. Oselin paints a full picture of the difficulties these women face in moving away from sex work and the approaches that do and do not work to help them transform their lives. Further, she offers recommendations to help improve the quality of life for these women. A powerful ethnographic account, Leaving Prostitution provides an essential understanding of getting out and staying out of sex work.
Leaving Residential Care (Residential Social Work Ser.)
by Gwyneth Roberts Paul Brearley Penny Gutridge Jim Black Elizabeth TarranTavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1982 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.
Leben - Teilhaben - Altwerden: Vermutungen und Gewissheiten
by Anton AmannLeben muss als Ergebnis der Evolution aufgefasst werden und menschliches Leben als die Entstehung der Art Sapiens aus der Gattung des Homo aus der Familie der Menschenaffen. Wird die Entstehung menschlichen Lebens als evolutionäre Tatsache mit der Vorstellung sozialen Lebens gekoppelt, werden wir auf die konstruktive Hervorbringung der menschlichen Lebensformen verwiesen, deren integraler Bestandteil gesellschaflichte Teilhabe ist. Teilhabe ist einerseits an die Phylogenese der Art Sapiens rückgebunden, muss andererseits aber von jedem Menschen in der Ontogenese neu erworben und praktiziert werden, wobei er auf Umwelt angewiesen ist. Teilhabe im Alter ist eine eigene Spezifikation der Bedingungen dieses Prozesses und lässt sich anhand einer Vielzahl von empirischen Befunden darstellen.
Leben in Exklusionssphären: Perspektiven auf Wohnangebote für Menschen mit komplexem Unterstützungsbedarf
by Martin F. ReichsteinIm Bereich wohnbezogener Hilfen für Menschen mit sogenannter geistiger Behinderung treten systemisch und systematisch ,Exklusionssphären‘ in Form von hochspezialisierten Angeboten sowie ,Resteinrichtungen‘ auf. Hiervon sind aktuell Menschen mit komplexen Unterstützungsbedarfen besonders betroffen. Der Autor untersucht am Beispiel von Menschen mit sogenannter geistiger Behinderung und herausforderndem Verhalten, schwerer bzw. mehrfacher Beeinträchtigung sowie fortgeschrittenem bzw. hohem Lebensalter explorativ das Entstehen von ,Exklusionssphären‘ sowie deren Auswirkungen auf die individuelle Lebensqualität und die persönlichen Sozialräume betroffener Personen.