Hope and Education: The Role of the Utopian Imagination by Professor David Halpin, Visit Amazon's David Halpin Page, PDF

By Professor David Halpin, Visit Amazon's David Halpin Page, search results, Learn about Author Central, David Halpin,

ISBN-10: 0203468015

ISBN-13: 9780203468012

ISBN-10: 0415233674

ISBN-13: 9780415233675

ISBN-10: 0585447853

ISBN-13: 9780585447858

This booklet is a rallying cry to lecturers at a time whilst many within the occupation believe profoundly pessimistic approximately their paintings and the way forward for schooling. during this uplifting booklet, David Halpin indicates methods of placing the desire again into schooling, exploring the price of and want for utopian considering in discussions of the aim of schooling and faculty policy.David Halpin doesn't try and expect the way forward for education. really, he discusses the angle educators may still undertake approximately its reform and the possibility of academic swap. He means that educators have to undertake a militant optimism of the desire, utilizing facets of the utopian mind's eye in which hopefulness might be dropped at undergo on academic situations.This vital publication will stimulate clean wondering tuition reform. it will likely be attention-grabbing studying for these learning for Masters and Doctoral levels in schooling, and lecturers, researchers and coverage makers operating within the similar box.

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Extra info for Hope and Education: The Role of the Utopian Imagination

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Some teachers, too, draw on this tradition, or a variant of it, when imposing their will on their students, particularly when they misbehave or ‘answer back’. These specific invocations of tradition, which are often used to exert power or to reinforce relations of power (‘I am doing this and you must respond thus because it is traditional—and therefore proper—to do so’), is what I understand by traditionalism: that is to say, a reified appeal to the notion of tradition itself to support beliefs or actions that might at other times or through alternative eyes be deemed unacceptable (Giddens, 1994, p.

69): such a ‘larger teaching love…attends [fully] to the situation, to the students in their classes, in an attempt to see things more clearly, to find ways to connect students with the grace of things…. It looks for the Good in students and those teaching settings; it attempts to see students in ways that assume and build up the Good’ (Liston, 2000, p. 97). A crucial aspect of this project ought to entail an effort on the part of individual teachers to connect such a ‘larger love of teaching’ with the pursuit of what the Catholic Bishops of England and Wales (Catholic Education Service) define as the ‘common good in education’, which they identify closely with ‘promoting the dignity of the human person’ through policies for schools that ‘encourage and help students of all abilities to improve the quality of their work’ as well as a respect for difference and value diversity (1997, p.

Tradition’, for a start, is a notoriously difficult term to pin down. This does not stop it cropping up all the time in discussions of the future direction of education policy. There are, for example, any number of polemical accounts to hand suggesting that schools should reflect ‘traditional’ values, including pedagogical ones. It was not so long ago, for instance, that both Britain’s former Prime Minister, John Major, and a member of its Royal family, Prince Charles, were telling us about the obvious 24 Hope and Education benefits of ‘chalk and talk’ teaching methods (see Chitty and Simon, 1993, p.

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