| 000 | 03236naaaa2200349uu 4500 | ||
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| 001 | https://directory.doabooks.org/handle/20.500.12854/71826 | ||
| 005 | 20220219180514.0 | ||
| 020 | _a9781315727899 | ||
| 020 | _a9781315727899 | ||
| 020 | _a9781138845848 | ||
| 020 | _a9781138602199 | ||
| 024 | 7 |
_a10.4324/9781315727899 _cdoi |
|
| 041 | 0 | _aEnglish | |
| 042 | _adc | ||
| 072 | 7 |
_aJNP _2bicssc |
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| 072 | 7 |
_aJNKC _2bicssc |
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| 072 | 7 |
_aJNA _2bicssc |
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| 100 | 1 |
_aAlhadeff-Jones, Michel _4auth |
|
| 245 | 1 | 0 | _aTime and the Rhythms of Emancipatory Education : Rethinking the temporal complexity of self and society |
| 260 |
_bTaylor & Francis _c2017 |
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| 300 | _a1 electronic resource (238 p.) | ||
| 506 | 0 |
_aOpen Access _2star _fUnrestricted online access |
|
| 520 | _aTime and the Rhythms of Emancipatory Education argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. Beyond the contemporary rhetoric of acceleration, speed, urgency or slowness, this book provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education. Drawing upon time and rhythm studies, complexity theories and educational research, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions of education to (re)theorize and address current societal and educational challenges. The book is divided into three parts. The first begins by discussing the specificities inherent to the study of time in educational sciences. The second contextualizes the evolution of temporal constraints that determine the ways education is institutionalized, organized and experienced. The third and final part questions the meanings of emancipatory education in a context of temporal alienation. This is the first book to provide a broad overview of European and North American theories that inform both the ideas of time and rhythm in educational sciences, from school instruction, curriculum design and arts education to vocational training, lifelong learning and educational policies. It will be of key interest to academics, researchers and postgraduate students in the fields of philosophy of education, sociology of education, history of education, psychology, curriculum and learning theory and adult education. | ||
| 540 |
_aCreative Commons _fhttps://creativecommons.org/licenses/by-nc-nd/4.0/ _2cc _4https://creativecommons.org/licenses/by-nc-nd/4.0/ |
||
| 546 | _aEnglish | ||
| 650 | 7 |
_aAdult education, continuous learning _2bicssc |
|
| 650 | 7 |
_aCurriculum planning & development _2bicssc |
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| 650 | 7 |
_aPhilosophy & theory of education _2bicssc |
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| 653 | _acomplexity;complexity theory;curriculum;Edgar Morin;education;Henri Lefebvre;Michael Alhadeff-Jones;philosophy of education;rhythm studies;society;sociology of education;theory of education;time | ||
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/50567/1/9781317541295.pdf _70 _zDOAB: download the publication |
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/71826 _70 _zDOAB: description of the publication |
| 999 |
_c34013 _d34013 |
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