Steal This Classroom : Teaching and Learning Unbound
Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinct...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Cohen, Jody [verfasserIn] |
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| Format: |
E-Book |
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| Sprache: |
Englisch |
| Erschienen: |
Brooklyn, NY: punctum books ; 2019 |
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| Rechteinformationen: |
Open Access Creative Commons ; https://creativecommons.org/licenses/by-nc-sa/4.0 |
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| Umfang: |
1 Online-Ressource (446 p.) |
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| Links: | |
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| ISBN: |
978-1-950192-38-0 |
| Katalog-ID: |
1836390831 |
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| 520 | |a Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems | ||
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Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc English Philosophy & theory of education Moral & social purpose of education Educational strategies & policy Education: care & counselling of students Teaching of specific groups & persons with special educational needs Philosophy and theory of education Moral and social purpose of education Educational strategies and policy Counselling and care of students Teaching of students with different educational needs Dalke, Anne oth https://library.oapen.org/bitstream/id/c4f4cb05-d1c1-4853-9cd3-a43c1fad4c8a/0261.1.00.pdf X:OAPEN Verlag OAPEN Library: download the publication kostenfrei http://library.oapen.org/handle/20.500.12657/23658 X:OAPEN Verlag OAPEN Library: description of the publication kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280047499 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280601712 OLR-OAPEN f z 01-03-23 30 01 0104 4280961190 GBV-OAPEN z 01-03-23 31 01 0027 428023776X z 01-03-23 34 01 3551 4278800266 OLR-OAPEN zi002 01-03-23 39 01 0547 4281151958 GBV-OAPEN ke 01-03-23 40 01 0007 427986876X OLR-OAPEN xsn 01-03-23 63 01 3401 428153184X E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281754822 OLR-OAPEN z 01-03-23 70 01 0089 4280422796 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278619006 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343146642 OLR-OAL Vervielfältigungen (z.B. 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| spelling |
9781950192380 978-1-950192-38-0 (DE-627)1836390831 (DE-599)KEP062111744 (OCoLC)1193038506 (OAPEN)23658 (EBP)062111744 DE-627 eng DE-627 rda eng JNH bicssc JNA bicssc JNAM bicssc JNF bicssc JNS bicssc JNFC bicssc Cohen, Jody verfasserin aut Steal This Classroom Teaching and Learning Unbound Brooklyn, NY punctum books 2019 1 Online-Ressource (446 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Open Access Unrestricted online access star Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc English Philosophy & theory of education Moral & social purpose of education Educational strategies & policy Education: care & counselling of students Teaching of specific groups & persons with special educational needs Philosophy and theory of education Moral and social purpose of education Educational strategies and policy Counselling and care of students Teaching of students with different educational needs Dalke, Anne oth https://library.oapen.org/bitstream/id/c4f4cb05-d1c1-4853-9cd3-a43c1fad4c8a/0261.1.00.pdf X:OAPEN Verlag OAPEN Library: download the publication kostenfrei http://library.oapen.org/handle/20.500.12657/23658 X:OAPEN Verlag OAPEN Library: description of the publication kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280047499 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280601712 OLR-OAPEN f z 01-03-23 30 01 0104 4280961190 GBV-OAPEN z 01-03-23 31 01 0027 428023776X z 01-03-23 34 01 3551 4278800266 OLR-OAPEN zi002 01-03-23 39 01 0547 4281151958 GBV-OAPEN ke 01-03-23 40 01 0007 427986876X OLR-OAPEN xsn 01-03-23 63 01 3401 428153184X E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281754822 OLR-OAPEN z 01-03-23 70 01 0089 4280422796 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278619006 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343146642 OLR-OAL Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 24-06-23 110 01 3110 4281336699 OLR-GBV-OAPEN Open Access z 01-03-23 136 01 3526 4279509832 OLR-OAPEN z 01-03-23 147 01 3528 4281978895 OLR-OAPEN frei verfügbar für Europa-Universität Flensburg, Hochschule Flensburg und Zentrale Hochschulbibliothek Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 01-03-23 161 01 0960 4278056370 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 187 01 3520 4278435304 JSTOR Open Access eBook z 28-02-23 213 01 0551 4279155445 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 230 01 0552 4279332622 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 283 01 3283 4279691533 OLR-OAL z 01-03-23 293 01 3293 4278235658 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 370 01 4370 4278978006 OLR-FREE Kostenloser Zugriff z 01-03-23 603 01 4603 427787858X OLR-OAPEN Bitte beachten Sie die Nutzungsbedingungen und Copyright-Bestimmungen des Verlages/Herausgebers. z 28-02-23 808 01 4808 4280780501 OLR-OAPEN OAPEN Library zg 01-03-23 2403 01 DE-LFER 4307150791 00 --%%-- --%%-- n --%%-- l01 10-04-23 22 01 0018 Volltextzugang http://library.oapen.org/handle/20.500.12657/23658 23 01 0830 http://library.oapen.org/handle/20.500.12657/23658 30 01 0104 Open Access http://library.oapen.org/handle/20.500.12657/23658 31 01 0027 eBook GBV-OAPEN http://library.oapen.org/handle/20.500.12657/23658 34 01 3551 OpenAccess http://library.oapen.org/handle/20.500.12657/23658 40 01 0007 Volltext, Open Access http://library.oapen.org/handle/20.500.12657/23658 63 01 3401 E-Book http://library.oapen.org/handle/20.500.12657/23658 65 01 0003 Open Access http://library.oapen.org/handle/20.500.12657/23658 65 01 0003 Dieser Titel ist Teil einer Datenbank http://www.bibliothek.uni-regensburg.de/dbinfo/detail.php?titel_id=10728&bib_id=ulb_hal 70 01 0089 http://library.oapen.org/handle/20.500.12657/23658 LF 72 01 0035 http://library.oapen.org/handle/20.500.12657/23658 95 01 3095 http://library.oapen.org/handle/20.500.12657/23658 110 01 3110 Open Access http://library.oapen.org/handle/20.500.12657/23658 136 01 3526 Open Access http://library.oapen.org/handle/20.500.12657/23658 147 01 3528 http://library.oapen.org/handle/20.500.12657/23658 161 01 0960 http://library.oapen.org/handle/20.500.12657/23658 LF 187 01 3520 http://library.oapen.org/handle/20.500.12657/23658 213 01 0551 http://library.oapen.org/handle/20.500.12657/23658 230 01 0552 http://library.oapen.org/handle/20.500.12657/23658 283 01 3283 http://library.oapen.org/handle/20.500.12657/23658 293 01 3293 http://library.oapen.org/handle/20.500.12657/23658 LF 370 01 4370 http://library.oapen.org/handle/20.500.12657/23658 603 01 4603 http://library.oapen.org/handle/20.500.12657/23658 808 01 4808 Volltextzugang http://library.oapen.org/handle/20.500.12657/23658 2403 01 DE-LFER https://library.oapen.org/bitstream/id/c4f4cb05-d1c1-4853-9cd3-a43c1fad4c8a/0261.1.00.pdf 31 01 0027 00 eBook GBV-OAPEN 22 01 0018 OLR-ZDB-94-OAL 23 01 0830 OLR-OAPEN 30 01 0104 GBV-OAPEN 34 01 3551 OLR-OAPEN 39 01 0547 GBV-OAPEN 39 01 0547 LF 40 01 0007 OLR-OAPEN 63 01 3401 E-Books LF GBV-OAPEN 65 01 0003 OLR-OAPEN 70 01 0089 OLR-OAPEN-OA 72 01 0035 OLR-OAPEN-OA 95 01 3095 OLR-OAL 110 01 3110 OLR-GBV-OAPEN 136 01 3526 OLR-OAPEN 147 01 3528 OLR-OAPEN 161 01 0960 OLR-OAPEN 213 01 0551 OLR-OAPEN 230 01 0552 OLR-OAPEN 283 01 3283 OLR-OAL 293 01 3293 OLR-OAPEN 370 01 4370 OLR-FREE 370 01 4370 olr-ebook GBV-OAPEN 603 01 4603 OLR-OAPEN 808 01 4808 OLR-OAPEN |
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9781950192380 978-1-950192-38-0 (DE-627)1836390831 (DE-599)KEP062111744 (OCoLC)1193038506 (OAPEN)23658 (EBP)062111744 DE-627 eng DE-627 rda eng JNH bicssc JNA bicssc JNAM bicssc JNF bicssc JNS bicssc JNFC bicssc Cohen, Jody verfasserin aut Steal This Classroom Teaching and Learning Unbound Brooklyn, NY punctum books 2019 1 Online-Ressource (446 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Open Access Unrestricted online access star Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc English Philosophy & theory of education Moral & social purpose of education Educational strategies & policy Education: care & counselling of students Teaching of specific groups & persons with special educational needs Philosophy and theory of education Moral and social purpose of education Educational strategies and policy Counselling and care of students Teaching of students with different educational needs Dalke, Anne oth https://library.oapen.org/bitstream/id/c4f4cb05-d1c1-4853-9cd3-a43c1fad4c8a/0261.1.00.pdf X:OAPEN Verlag OAPEN Library: download the publication kostenfrei http://library.oapen.org/handle/20.500.12657/23658 X:OAPEN Verlag OAPEN Library: description of the publication kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280047499 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280601712 OLR-OAPEN f z 01-03-23 30 01 0104 4280961190 GBV-OAPEN z 01-03-23 31 01 0027 428023776X z 01-03-23 34 01 3551 4278800266 OLR-OAPEN zi002 01-03-23 39 01 0547 4281151958 GBV-OAPEN ke 01-03-23 40 01 0007 427986876X OLR-OAPEN xsn 01-03-23 63 01 3401 428153184X E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281754822 OLR-OAPEN z 01-03-23 70 01 0089 4280422796 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278619006 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343146642 OLR-OAL Vervielfältigungen (z.B. 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These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc English Philosophy & theory of education Moral & social purpose of education Educational strategies & policy Education: care & counselling of students Teaching of specific groups & persons with special educational needs Philosophy and theory of education Moral and social purpose of education Educational strategies and policy Counselling and care of students Teaching of students with different educational needs Dalke, Anne oth https://library.oapen.org/bitstream/id/c4f4cb05-d1c1-4853-9cd3-a43c1fad4c8a/0261.1.00.pdf X:OAPEN Verlag OAPEN Library: download the publication kostenfrei http://library.oapen.org/handle/20.500.12657/23658 X:OAPEN Verlag OAPEN Library: description of the publication kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280047499 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280601712 OLR-OAPEN f z 01-03-23 30 01 0104 4280961190 GBV-OAPEN z 01-03-23 31 01 0027 428023776X z 01-03-23 34 01 3551 4278800266 OLR-OAPEN zi002 01-03-23 39 01 0547 4281151958 GBV-OAPEN ke 01-03-23 40 01 0007 427986876X OLR-OAPEN xsn 01-03-23 63 01 3401 428153184X E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281754822 OLR-OAPEN z 01-03-23 70 01 0089 4280422796 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278619006 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343146642 OLR-OAL Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 24-06-23 110 01 3110 4281336699 OLR-GBV-OAPEN Open Access z 01-03-23 136 01 3526 4279509832 OLR-OAPEN z 01-03-23 147 01 3528 4281978895 OLR-OAPEN frei verfügbar für Europa-Universität Flensburg, Hochschule Flensburg und Zentrale Hochschulbibliothek Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Die Weitergabe an Dritte sowie systematisches Downloaden sind untersagt. z 01-03-23 161 01 0960 4278056370 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 187 01 3520 4278435304 JSTOR Open Access eBook z 28-02-23 213 01 0551 4279155445 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 230 01 0552 4279332622 OLR-OAPEN OAPEN Online Library Open Access eBook z 01-03-23 283 01 3283 4279691533 OLR-OAL z 01-03-23 293 01 3293 4278235658 OLR-OAPEN OAPEN Online Library Open Access eBook z 28-02-23 370 01 4370 4278978006 OLR-FREE Kostenloser Zugriff z 01-03-23 603 01 4603 427787858X OLR-OAPEN Bitte beachten Sie die Nutzungsbedingungen und Copyright-Bestimmungen des Verlages/Herausgebers. z 28-02-23 808 01 4808 4280780501 OLR-OAPEN OAPEN Library zg 01-03-23 2403 01 DE-LFER 4307150791 00 --%%-- --%%-- n --%%-- l01 10-04-23 22 01 0018 Volltextzugang http://library.oapen.org/handle/20.500.12657/23658 23 01 0830 http://library.oapen.org/handle/20.500.12657/23658 30 01 0104 Open Access http://library.oapen.org/handle/20.500.12657/23658 31 01 0027 eBook GBV-OAPEN http://library.oapen.org/handle/20.500.12657/23658 34 01 3551 OpenAccess http://library.oapen.org/handle/20.500.12657/23658 40 01 0007 Volltext, Open Access http://library.oapen.org/handle/20.500.12657/23658 63 01 3401 E-Book http://library.oapen.org/handle/20.500.12657/23658 65 01 0003 Open Access http://library.oapen.org/handle/20.500.12657/23658 65 01 0003 Dieser Titel ist Teil einer Datenbank http://www.bibliothek.uni-regensburg.de/dbinfo/detail.php?titel_id=10728&bib_id=ulb_hal 70 01 0089 http://library.oapen.org/handle/20.500.12657/23658 LF 72 01 0035 http://library.oapen.org/handle/20.500.12657/23658 95 01 3095 http://library.oapen.org/handle/20.500.12657/23658 110 01 3110 Open Access http://library.oapen.org/handle/20.500.12657/23658 136 01 3526 Open Access http://library.oapen.org/handle/20.500.12657/23658 147 01 3528 http://library.oapen.org/handle/20.500.12657/23658 161 01 0960 http://library.oapen.org/handle/20.500.12657/23658 LF 187 01 3520 http://library.oapen.org/handle/20.500.12657/23658 213 01 0551 http://library.oapen.org/handle/20.500.12657/23658 230 01 0552 http://library.oapen.org/handle/20.500.12657/23658 283 01 3283 http://library.oapen.org/handle/20.500.12657/23658 293 01 3293 http://library.oapen.org/handle/20.500.12657/23658 LF 370 01 4370 http://library.oapen.org/handle/20.500.12657/23658 603 01 4603 http://library.oapen.org/handle/20.500.12657/23658 808 01 4808 Volltextzugang http://library.oapen.org/handle/20.500.12657/23658 2403 01 DE-LFER https://library.oapen.org/bitstream/id/c4f4cb05-d1c1-4853-9cd3-a43c1fad4c8a/0261.1.00.pdf 31 01 0027 00 eBook GBV-OAPEN 22 01 0018 OLR-ZDB-94-OAL 23 01 0830 OLR-OAPEN 30 01 0104 GBV-OAPEN 34 01 3551 OLR-OAPEN 39 01 0547 GBV-OAPEN 39 01 0547 LF 40 01 0007 OLR-OAPEN 63 01 3401 E-Books LF GBV-OAPEN 65 01 0003 OLR-OAPEN 70 01 0089 OLR-OAPEN-OA 72 01 0035 OLR-OAPEN-OA 95 01 3095 OLR-OAL 110 01 3110 OLR-GBV-OAPEN 136 01 3526 OLR-OAPEN 147 01 3528 OLR-OAPEN 161 01 0960 OLR-OAPEN 213 01 0551 OLR-OAPEN 230 01 0552 OLR-OAPEN 283 01 3283 OLR-OAL 293 01 3293 OLR-OAPEN 370 01 4370 OLR-FREE 370 01 4370 olr-ebook GBV-OAPEN 603 01 4603 OLR-OAPEN 808 01 4808 OLR-OAPEN |
| allfieldsSound |
9781950192380 978-1-950192-38-0 (DE-627)1836390831 (DE-599)KEP062111744 (OCoLC)1193038506 (OAPEN)23658 (EBP)062111744 DE-627 eng DE-627 rda eng JNH bicssc JNA bicssc JNAM bicssc JNF bicssc JNS bicssc JNFC bicssc Cohen, Jody verfasserin aut Steal This Classroom Teaching and Learning Unbound Brooklyn, NY punctum books 2019 1 Online-Ressource (446 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Open Access Unrestricted online access star Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems Creative Commons https://creativecommons.org/licenses/by-nc-sa/4.0 cc English Philosophy & theory of education Moral & social purpose of education Educational strategies & policy Education: care & counselling of students Teaching of specific groups & persons with special educational needs Philosophy and theory of education Moral and social purpose of education Educational strategies and policy Counselling and care of students Teaching of students with different educational needs Dalke, Anne oth https://library.oapen.org/bitstream/id/c4f4cb05-d1c1-4853-9cd3-a43c1fad4c8a/0261.1.00.pdf X:OAPEN Verlag OAPEN Library: download the publication kostenfrei http://library.oapen.org/handle/20.500.12657/23658 X:OAPEN Verlag OAPEN Library: description of the publication kostenfrei ZDB-94-OAL GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_23 ISIL_DE-830 GBV_ILN_30 ISIL_DE-104 GBV_ILN_31 ISIL_DE-27 GBV_ILN_34 ISIL_DE-18-302 GBV_ILN_39 ISIL_DE-547 GBV_ILN_40 ISIL_DE-7 GBV_ILN_63 ISIL_DE-Wim2 GBV_ILN_65 ISIL_DE-3 GBV_ILN_70 ISIL_DE-89 GBV_ILN_72 ISIL_DE-35 GBV_ILN_95 ISIL_DE-542 GBV_ILN_110 ISIL_DE-Luen4 GBV_ILN_136 ISIL_DE-Wis1 GBV_ILN_147 ISIL_DE-Fl3 GBV_ILN_161 ISIL_DE-960 GBV_ILN_187 ISIL_DE-Ki95 GBV_ILN_213 ISIL_DE-551 GBV_ILN_230 ISIL_DE-552 GBV_ILN_283 ISIL_DE-Ha163 GBV_ILN_293 ISIL_DE-960-3 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_603 ISIL_DE-B1556 GBV_ILN_808 GBV_ILN_2403 ISIL_DE-LFER BO 22 01 0018 4280047499 OLR-ZDB-94-OAL OAPEN Library zu 01-03-23 23 01 0830 4280601712 OLR-OAPEN f z 01-03-23 30 01 0104 4280961190 GBV-OAPEN z 01-03-23 31 01 0027 428023776X z 01-03-23 34 01 3551 4278800266 OLR-OAPEN zi002 01-03-23 39 01 0547 4281151958 GBV-OAPEN ke 01-03-23 40 01 0007 427986876X OLR-OAPEN xsn 01-03-23 63 01 3401 428153184X E-Books LF GBV-OAPEN z 01-03-23 65 01 0003 4281754822 OLR-OAPEN z 01-03-23 70 01 0089 4280422796 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 72 01 0035 4278619006 OLR-OAPEN-OA OAPEN Online Library Open Access eBook z 01-03-23 95 01 3095 4343146642 OLR-OAL Vervielfältigungen (z.B. 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Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems |
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Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems |
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Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems |
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