Values, Education, Emotional Learning, and the Quest for Justice in Education / / edited by Yusef Waghid, Ahoud Al-Asfour.

• Superior document: Comparative and International Education: Diversity of Voices ; 59/21
• TeilnehmendeR: Al-Asfour, Ahoud,; Waghid, Yusef,
• Place / Publishing House: Leiden ;, Boston : : Brill,, 2024.; ©2024
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Series: Comparative and International Education: Diversity of Voices ; 59/21.; Educational Research E-Books Online, Collection 2024.
• Physical Description: 1 online resource (250 pages)

Values, Education, Emotional Learning, and the Quest for Justice in Education explores emotional teaching-learning as it is cultivated based on teachers’ and learners’ attraction to reasonableness and emotions and can give rise to a plausible form of decoloniality or decolonisation in and through ed...

Table of Contents

• Intro
• Contents
• Series Editor's Foreword
• Figures and Tables
• Figures
• Tables
• Notes on Contributors
• Introduction: Cultivating Values Education and the Quest for Emotionality and Decoloniality
• References
• 1. How the Peace Corps Challenges and Re-produces Coloniality
• Abstract
• Keywords
• 1 Introduction
• 2 Literature Rationale
• 3 Data and Methods
• 4 Findings
• 5 Prosody &amp
• Contextualization
• 6 Thematic Analysis: Personal Growth
• 7 Thematic Analysis: Relationship Building
• 8 Discussion
• 9 Conclusion
• Notes
• References
• 2. Effects and Problems of Social-Emotional Learning School-Based Programs
• Abstract
• Keywords
• 1 Introduction
• 2 Methodology
• 3 Causes of Social-Emotional Problems (SEP) and Groups of People Who Are More Vulnerable
• 3.1 Teacher Factors
• 3.2 Structural Factors
• 3.3 Family Factors
• 3.4 Intrapsychic Factors
• 3.5 Social Media Factors
• 4 Mainstream Educational Solutions to Improving Social-Emotional Well-Being
• 4.1 Adjustment of Students' Mindset through Social-Psychological Intervention Programs
• 4.2 Intervention Programs for Parents and Guardians
• 4.3 School Intervention Programs for Teachers
• 4.4 Restructuring of School Systems
• 4.5 Implementation of Values Education
• 5 The Problems of Mainstream Educational Social-Emotional Learning Strategies
• 5.1 They Are Cognitivized and Short-Lived
• 5.2 They Are Labelling and Non-Inclusive
• 5.3 They Are Time and Resource Demanding
• 5.4 They Are Compartmentalized
• 6 Integrating SEL into Curriculum and Schooling Practices through Inclusive Critical Storytelling Pedagogy (ICSP)
• 7 Ways of Integrating Social-Emotional Learning into Curriculum and School System through Inclusive Critical Storytelling Pedagogy
• 8 Motivational Approach
• 9 Methodological Approach
• 10 Evaluative Approach.
• 11 Conclusion
• Acknowledgements
• References
• 3. Revisiting Education during Pandemic Times: Response to Change and Its Implications
• Abstract
• Keywords
• 1 Background
• 2 Education during COVID-19: The Global Scenario
• 3 Methodology
• 4 Educational Leaders as Drivers of Change
• 5 Response to Change during COVID-19: The Indian Context
• 5.1 The Scenario of School Closure in India
• 5.2 The Revolutionary Change through Technology
• 5.3 Non-technological Initiatives to Mitigate Inequities
• 6 Implications
• 7 The Way Forward
• References
• 4. Mother Tongue Teaching and Skills Development: An Analysis of Secondary Education Curricula
• Abstract
• Keywords
• 1 Introduction
• 2 The Teaching of the Mother Tongue and the Development of Skills
• 3 The Debate on Skills
• 4 Method
• 5 Results and Discussion
• 5.1 The Concept of a Language and the Goals of Mother Tongue Teaching
• 5.2 Identified Competencies and Skills
• 5.3 Defining Competencies
• 6 Conclusions
• Acknowledgement
• References
• 5. Access and Success of Students with Disabilities in South African Higher Education
• Abstract
• Keywords
• 1 Introduction
• 2 Michael Cross's Academic Contribution in South African Higher Education
• 3 Policy in Higher Education in South Africa
• 3.1 Theory
• 3.2 Decolonial Theory
• 4 Methodology
• 4.1 The Selection Criteria
• 4.2 Selection of Relevant Literature
• 5 From the Pedagogy of the Marginalised to the Pedagogy of the Disabled
• 6 From the Pedagogy of the Marginalised to the Pedagogy of the Disabled
• 7 The 'Colonial' in the Policy of Disability in Higher Education
• 8 Decolonising Policy
• 9 Decolonising Inclusive Education Policy
• 9.1 Policy of Disability in Higher Education
• References
• 6. Utilization of ICT s in Early Childhood Education Teacher Preparation Program in Southwest
• Abstract.
• Keywords
• 1 Introduction
• 2 Statement of the Problem
• 3 Literature Review
• 4 Research Questions
• 5 Methods
• 5.1 Research Participants
• 5.2 Sampling Technique and Sample
• 6 Research Instrument
• 7 Method of Data Analysis
• 8 Results and Findings
• 8.1 Analysis of Demographic Information of Respondents
• 8.1.1 Distribution of Staff Based on Institution
• 8.2 Analysis of Research Questions
• 8.3 Analysis of the Observation Checklist
• 9 Findings Discussions
• 10 Findings from Other African Countries
• 11 Conclusion
• 12 Recommendations
• 13 Limitation of the Study
• 14 Suggestions for Further Studies
• References
• 7. Pedagogies of Mangroves and STEM4SD Education
• Abstract
• Keywords
• 1 Introduction
• 2 The Method: Two-Eyed Seeing
• 3 Mangroves Pedagogies
• 4 Mangroves Open Learned Lessons
• 5 An Experience of Mangroves Pedagogies: Wabanaki Indigenous Education Course
• 6 Rhizomes and Mangroves Pedagogy
• 7 In the Way of Theory
• 8 Science, Technology, Engineering and Mathematics for Sustainable Development (STEM4SD)
• 9 Conclusion
• Acknowledgement
• References
• Appendix A: Curriculum Topics
• Macro Curricular Perspectives
• Micro Curricular Perspectives
• Nano Curricular Perspectives
• 8. Articulating the Complexities of African Higher Education: The Intellectual Odyssey
• Abstract
• Keywords
• 1 Introduction
• 2 A Period of Formation: Interrogating Theories and Deconstructing Origins in the Late 1980s and Early 1990s
• 3 Emergence: Dealing with Diversity and Representations of the African Experience
• 4 The Period of Articulation: Social Justice and Decolonisation, Knowledge and Power
• 5 The Period of Engagement: Epistemic Access and the Pedagogy of the Marginalised
• 6 Research Re-engagement: Epistemological, Theoretical and Methodological Considerations
• 7 Conclusion
• References.
• 9. Telling It Like It Is: A Framework Exploration of Oceanic Oralities through the Example
• Abstract
• Keywords
• 1 Introduction
• 2 Understanding Oceania
• 3 The Significance of Orality
• 4 Models in Oral Research
• 5 Framework Construction
• 6 Tok Stori
• 7 An Oceania Oralities Research Framework
• 8 Pedagogic Taxonomies and Oceania Oralities Research
• 9 Discussion
• 10 Conclusion
• References
• 10. Post-Secondary Students' Perceptions of Learning Remotely during and beyond the COVID-19
• Abstract
• Keywords
• 1 Introduction
• 2 The Impact of the COVID-19 Pandemic on Students and the Education System
• 3 Research Design and Methodology
• 4 Research Questions
• 5 Participant Information
• 6 Findings
• 7 Remote Learning Experiences
• 8 Students' Perception of Instructor Practices
• 9 Learning Quality and Learning Outcomes
• 10 Challenges to Learning Remotely
• 11 Benefits to Learning Remotely
• 12 Other Supports
• 13 COVID and Student Identity
• 14 Concluding Remarks
• Acknowledgement
• References
• 11. Meta-Critical Global Citizenship Education: Towards a Pedagogical Paradigm Rooted
• Abstract
• Keywords
• 1 Introduction
• 2 Conceptualizing a Meta-Critical GCE: Critical Pedagogy and Value-Pluralism as Core Elements
• 3 Neoliberal GCE Position
• 4 Humanistic GCE Position
• 5 Transformative GCE Position
• 6 Critical GCE Position
• 7 Critically Examining GCE in Terms of Value-Pluralism
• 8 Economic, Individualistic, Critical and Meta-Critical Orientations of GCE
• 9 Economic GCE Orientation
• 10 Individualistic GCE Orientation
• 11 Critical GCE Orientation
• 12 Meta-Critical GCE Orientation: Proposing a Theoretical Framework
• 13 Conclusion
• References
• Index.