Learning in Places: The Informal Education Reader. Counterpoints, Studies in the Postmodern Theory of Education Volume 249

Sonst. Personen	Bekerman, Zvi (Hrsg.); Burbules, Nicholas C. (Hrsg.); Silberman-Keller, Diana (Hrsg.)
Titel	Learning in Places: The Informal Education Reader. Counterpoints, Studies in the Postmodern Theory of Education Volume 249
Quelle	(2006), (315 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8204-6786-3
Schlagwörter	Informal Education; Inquiry; Museums; Mathematics Education; Science Education; Literacy; Citizenship Education; Cultural Context; Internet; Cooperation; After School Programs; Parent Child Relationship; Science Teaching Centers; Cultural Education + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Museum; Museumswesen; Museen; Mathematische Bildung; Naturwissenschaftliche Bildung; Alphabetisierung; Schreib- und Lesefähigkeit; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Co-operation; Kooperation; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Culture; Kulturelle Bildung; Kulturelle Erziehung
Abstract	"Learning in Places" is a concerted effort undertaken by an outstanding group of international researchers to create a resource book that can introduce academic, professional and lay readers to the field of informal learning/education and its potential to transform present educational thinking. The book presents a wealth of ideas from a wide variety of disciplinary fields and methodological approaches covering multiple learning landscapes--in museums, workplaces, classrooms, places of recreation--in a variety of political, social and cultural contexts around the world. This book presents the most recent theoretical advances in the field; analyzing the social, cultural, political, historical and economical contexts within which informal learning develops and must be critiqued. It also looks into the epistemology that nourishes its development and into the practices that characterize its implementation; and finally reflects on the variety of educational contexts in which it is practiced. Following an introduction (Zvi Bekerman, Nicholas C. Burbules, and Diana Silberman-Keller), this book contains 14 chapters: (1) Beyond the Curriculum: Fostering Associational Life in Schools (Mark K. Smith); (2) Dialogic Inquiry in Classroom and Museum: Actions, Tools, and Talk (Doris Ash and Gordon Wells); (3) A New Angle on Families: Connecting the Mathematics of Life with School Mathematics (Shelley Goldman); (4) Identity and Agency in Nonschool and School Worlds (Glynda A. Hull and James G. Greeno); (5) School's Invasion of "After-School'': Colonization, Rationalization, or Expansion of Access? (Honorine Nocon and Michael Cole); (6) Parent-Child Conversations about Science and Literacy: Links between Formal and Informal Learning (Maureen A. Callanan and Gregory Braswell); (7) Cultural Teaching and Learning: Processes, Effects, and Development of Apprenticeship Skills (Ashley E. Maynard and Patricia M. Greenfield); (8) "This Is Our School of Citizenship'': Informal Learning in Local Democracy (Daniel Schugurensky); (9) Culture Matters: Informal Science Centers and Cultural Contexts (Sally Duensing); (10) Informal Learning: Conceptual Distinctions and Preliminary Findings (D. W. Livingstone); (11) "Dancing with Words'': Narratives on Informal Education (Zvi Bekerman); (12) Images of Time and Place in the Narrative of Nonformal Pedagogy (Diana Silberman-Keller); (13) Self-Educating Communities: Collaboration and Learning through the Internet (Nicholas C. Burbules); and (14) Situating Genius (Ray McDermott). An index is also included. (ERIC).
Anmerkungen	Peter Lang New York 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlangusa.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10