Critical pedagogy for a polymodal world / / Douglas J. Loveless and Bryant Griffith.
This book explores the complexity of communication and understanding as a possible asset in formal education rather than a problem that needs to be “fixed”. The authors examine the question and experience as pedagogical tools, challenging readers to play the critic and ask hard questions, beginning...
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Place / Publishing House: | Rotterdam, Netherlands : : Sense Publishers,, 2014. ©2014 |
Year of Publication: | 2014 |
Edition: | 1st ed. 2014. |
Language: | English |
Physical Description: | 1 online resource (136 p.) |
Notes: | Description based upon print version of record. |
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245 | 1 | 0 | |a Critical pedagogy for a polymodal world / |c Douglas J. Loveless and Bryant Griffith. |
250 | |a 1st ed. 2014. | ||
264 | 1 | |a Rotterdam, Netherlands : |b Sense Publishers, |c 2014. | |
264 | 4 | |c ©2014 | |
300 | |a 1 online resource (136 p.) | ||
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500 | |a Description based upon print version of record. | ||
546 | |a English | ||
505 | 0 | 0 | |a Preliminary Material -- Teaching and Learning in Complex Times -- Cultural Narrations -- Criticity in Chaos -- Mavericks and Narratives -- The Liquidity of Teaching -- Critical Pedagogy for a Polymodal World -- About the Authors. |
520 | |a This book explores the complexity of communication and understanding as a possible asset in formal education rather than a problem that needs to be “fixed”. The authors examine the question and experience as pedagogical tools, challenging readers to play the critic and ask hard questions, beginning with: Why do the ideas discussed within the book matter? The digital information age with expanding ways of thinking, being, communicating, and learning complicates public education. So, what happens as diverse narratives collide in schools? To answer this question, the authors of this book delve into conflicting assumptions within the framework of complexity sciences and education in an attempt to explore space beyond positivist/anti-positivist debates. This involves examining the role of cultural and aesthetic narratives and cautionary tales as means of acknowledging possibilities in human experiences in education. These possibilities can facilitate praxis, as theory, research, and teaching become reflective practices, and as thinking about education broadens to include diverse methods of understanding and presenting complex phenomena. | ||
588 | |a Description based on online resource; title from PDF title page (ebrary, viewed October 23, 2014). | ||
650 | 0 | |a Critical pedagogy. | |
700 | 1 | |a Griffith, Bryant, |e author. | |
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