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The Future of Educational Studies

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This book represents a millennial point of reflection in the history of educational studies and its future. The trajectory of educational studies is especially interesting due to shifts that have occurred concerning knowledge and identity – particularly how they encounter one another. The chapters are largely drawn from presentations made at the American Educational Studies Association. They reflect educational studies «on the ground» as practiced by members in the field and represent the future of educational studies – the redefinition of disciplines, the link between ideas and practice, and a critique of the assumptions within taken-for-granted knowledge. The Future of Educational Studies provides an excellent overview of educational studies and current examples of the range of work being done in the field.


Titel: The Future of Educational Studies
Autoren/Herausgeber: George W. Noblit, Beth Hatt-Echeverria (Hrsg.)
Aus der Reihe: Counterpoints
Ausgabe: Neuausgabe

ISBN/EAN: 9780820457994

Seitenzahl: 334
Format: 23 x 16 cm
Produktform: Taschenbuch/Softcover
Gewicht: 470 g
Sprache: Englisch

The Editors: George Noblit is Professor and Chair of the Graduate Studies Division in the School of Education at the University of North Carolina at Chapel Hill and a former president of the American Educational Studies Association. He specializes in critical race studies, the sociology of knowledge, anthropology of education, and qualitative research methods. His recent publications include The Social Construction of Virtue: The Moral Life of Schools (1996), which won a Critic’s Choice Award from the American Educational Studies Association, and Particularities: Collected Essays on Ethnography of Education (Peter Lang, 1999). Beth Hatt-Echeverria is a doctoral candidate at the in the School of Education at the University of North Carolina at Chapel Hill. Her research focuses upon issues of social justice within education. Her primary interests are incarcerated youth, discipline within schools/society, and qualitative research. She has worked with incarcerated youth while also working on projects relating to charter schools, school reform, and kindergarten readiness. She was a 2001-2002 American Educational Research Association Spencer fellow.

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