Kupferman david w (16 Ergebnisse)
Sprache: Englisch
Verlag: Singapore, Springer., 2019
Serie: Children: Global Posthumanist Perspectives and Materialist Theories, Buch 3 von 10. Buch 3 von 10 - Children: Global Posthumanist Perspectives and Materialist Theories
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XV, 229 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Children: Global Posthumanist Perspectives and Materialist Theories. Spr…ache: Englisch.
Sprache: Englisch
Verlag: Springer, 2012
Serie: Contemporary Philosophies and Theories in Education, Buch 5 von 17. Buch 5 von 17 - Contemporary Philosophies and Theories in Education
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Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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Zustand: New. In English.
Sprache: Englisch
Verlag: Springer, 2014
Serie: Contemporary Philosophies and Theories in Education, Buch 5 von 17. Buch 5 von 17 - Contemporary Philosophies and Theories in Education
- Softcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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Zustand: New. In.
Sprache: Englisch
Verlag: Springer, 2020
Serie: Children: Global Posthumanist Perspectives and Materialist Theories, Buch 3 von 10. Buch 3 von 10 - Children: Global Posthumanist Perspectives and Materialist Theories
- Softcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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Zustand: New. In.
Sprache: Englisch
Verlag: Springer, 2019
Serie: Children: Global Posthumanist Perspectives and Materialist Theories, Buch 3 von 10. Buch 3 von 10 - Children: Global Posthumanist Perspectives and Materialist Theories
- Hardcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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Weitere BilderSprache: Englisch
Verlag: Springer, 2020
Serie: Children: Global Posthumanist Perspectives and Materialist Theories, Buch 3 von 10. Buch 3 von 10 - Children: Global Posthumanist Perspectives and Materialist Theories
- Softcover
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Taschenbuch. Zustand: Neu. Childhood, Science Fiction, and Pedagogy | Children Ex Machina | David W. Kupferman (u. a.) | Taschenbuch | Children: Global Posthumanist Perspectives and Materialist Theories | xv | Englisch | 2020 | Springer | EAN 9789811362125 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr.… 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
Weitere BilderSprache: Englisch
Verlag: Springer, 2014
Serie: Contemporary Philosophies and Theories in Education, Buch 5 von 17. Buch 5 von 17 - Contemporary Philosophies and Theories in Education
- Softcover
Anbieter: preigu, Osnabrück, Deutschlandpreigu
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Taschenbuch. Zustand: Neu. Disassembling and Decolonizing School in the Pacific | A Genealogy from Micronesia | David W. Kupferman | Taschenbuch | Contemporary Philosophies and Theories in Education | xxii | Englisch | 2014 | Springer | EAN 9789400795730 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 1…7, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
Sprache: Englisch
Verlag: Springer Verlag, 2019
Serie: Children: Global Posthumanist Perspectives and Materialist Theories, Buch 3 von 10. Buch 3 von 10 - Children: Global Posthumanist Perspectives and Materialist Theories
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Hardcover. Zustand: Brand New. 248 pages. 9.25x6.10x0.71 inches. In Stock.
Sprache: Englisch
Verlag: Springer, 2020
Serie: Children: Global Posthumanist Perspectives and Materialist Theories, Buch 3 von 10. Buch 3 von 10 - Children: Global Posthumanist Perspectives and Materialist Theories
- Softcover
Anbieter: Kennys Bookstore, Olney, MD, USAKennys Bookstore
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Zustand: New.
Sprache: Englisch
Verlag: Springer, 2019
Serie: Children: Global Posthumanist Perspectives and Materialist Theories, Buch 3 von 10. Buch 3 von 10 - Children: Global Posthumanist Perspectives and Materialist Theories
- Hardcover
Anbieter: Kennys Bookstore, Olney, MD, USAKennys Bookstore
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Zustand: New.
Sprache: Englisch
Verlag: Springer, Springer, 2014
Serie: Contemporary Philosophies and Theories in Education, Buch 5 von 17. Buch 5 von 17 - Contemporary Philosophies and Theories in Education
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its effects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentali…ty that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schooling's neutrality, self-evident benefit, and its role as the key to contemporary notions of so-called political, economic, and social development. This work aims to disquiet the idea that school today is both rooted in some distant past and a force for decolonization and the postcolonial moment. Instead, through a genealogy of schooling, the author argues that school as it is currently practiced in the region is the product of the present, emerging from the mid-1960s shift in US policy in the islands, the very moment when the US was trying to simultaneously prepare the islands for putative self-determination while producing ever-increasing colonial relations through the practice of schooling. The work goes on to conduct a genealogy of the various subjectivities produced through this present schooling practice, notably the student, the teacher, and the child/parent/family. It concludes by offering a counter-discourse to the normalized narrative of schooling, and suggests that what is displaced and foreclosed on by that narrative in fact holds a possible key to meaningful decolonization and self-determination.
Sprache: Englisch
Verlag: Springer, Springer, 2020
Serie: Children: Global Posthumanist Perspectives and Materialist Theories, Buch 3 von 10. Buch 3 von 10 - Children: Global Posthumanist Perspectives and Materialist Theories
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children…, childhood, and pedagogy through the multiple lenses of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts.The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; and focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities. Additionally, the volume explores connections between children and childhood studies, pedagogy and posthumanism. The various contributors use science fiction as the frame of reference through which conceptual links between inquiry and narrative, grounded in theories of media studies, can be developed.
Sprache: Englisch
Verlag: Springer Netherlands, Springer Netherlands, 2012
Serie: Contemporary Philosophies and Theories in Education, Buch 5 von 17. Buch 5 von 17 - Contemporary Philosophies and Theories in Education
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its effects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentality that… circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schooling's neutrality, self-evident benefit, and its role as the key to contemporary notions of so-called political, economic, and social development. This work aims to disquiet the idea that school today is both rooted in some distant past and a force for decolonization and the postcolonial moment. Instead, through a genealogy of schooling, the author argues that school as it is currently practiced in the region is the product of the present, emerging from the mid-1960s shift in US policy in the islands, the very moment when the US was trying to simultaneously prepare the islands for putative self-determination while producing ever-increasing colonial relations through the practice of schooling. The work goes on to conduct a genealogy of the various subjectivities produced through this present schooling practice, notably the student, the teacher, and the child/parent/family. It concludes by offering a counter-discourse to the normalized narrative of schooling, and suggests that what is displaced and foreclosed on by that narrative in fact holds a possible key to meaningful decolonization and self-determination.
Sprache: Englisch
Verlag: Springer Nature Singapore, Springer Nature Singapore, 2019
Serie: Children: Global Posthumanist Perspectives and Materialist Theories, Buch 3 von 10. Buch 3 von 10 - Children: Global Posthumanist Perspectives and Materialist Theories
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children, child…hood, and pedagogy through the multiple lenses of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts.The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; and focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities. Additionally, the volume explores connections between children and childhood studies, pedagogy and posthumanism. The various contributors use science fiction as the frame of reference through which conceptual links between inquiry and narrative, grounded in theories of media studies, can be developed.
Sprache: Englisch
Verlag: Springer Netherlands, 2012
Serie: Contemporary Philosophies and Theories in Education, Buch 5 von 17. Buch 5 von 17 - Contemporary Philosophies and Theories in Education
- Hardcover
Anbieter: Buchpark, Trebbin, DeutschlandBuchpark
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Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its effects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentali…ty that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schooling¿s neutrality, self-evident benefit, and its role as the key to contemporary notions of so-called political, economic, and social development. This work aims to disquiet the idea that school today is both rooted in some distant past and a force for decolonization and the postcolonial moment. Instead, through a genealogy of schooling, the author argues that school as it is currently practiced in the region is the product of the present, emerging from the mid-1960s shift in US policy in the islands, the very moment when the US was trying to simultaneously prepare the islands for putative self-determination while producing ever-increasing colonial relations through the practice of schooling. The work goes on to conduct a genealogy of the various subjectivities produced through this present schooling practice, notably the student, the teacher, and the child/parent/family. It concludes by offering a counter-discourse to the normalized narrative of schooling, and suggests that what is displaced and foreclosed on by that narrative in fact holds a possible key to meaningful decolonization and self-determination.
Sprache: Englisch
Verlag: Springer Netherlands, 2012
Serie: Contemporary Philosophies and Theories in Education, Buch 5 von 17. Buch 5 von 17 - Contemporary Philosophies and Theories in Education
- Hardcover
Anbieter: Buchpark, Trebbin, DeutschlandBuchpark
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Gebraucht - Sehr gut
EUR 74,18
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Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its effects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentali…ty that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schooling¿s neutrality, self-evident benefit, and its role as the key to contemporary notions of so-called political, economic, and social development. This work aims to disquiet the idea that school today is both rooted in some distant past and a force for decolonization and the postcolonial moment. Instead, through a genealogy of schooling, the author argues that school as it is currently practiced in the region is the product of the present, emerging from the mid-1960s shift in US policy in the islands, the very moment when the US was trying to simultaneously prepare the islands for putative self-determination while producing ever-increasing colonial relations through the practice of schooling. The work goes on to conduct a genealogy of the various subjectivities produced through this present schooling practice, notably the student, the teacher, and the child/parent/family. It concludes by offering a counter-discourse to the normalized narrative of schooling, and suggests that what is displaced and foreclosed on by that narrative in fact holds a possible key to meaningful decolonization and self-determination.
