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Maura Sellars. Educating Students with Refugee and Asylum Seeker Experiences
[vi] Acknowledgements
[vii] Foreword
[ix] Introduction
Table of Contents
[1] Chapter One: Power, Politics, People and Pedagogy. Introduction
Mass Education in a Neoliberal Paradigm
The Purpose of Education in a Neoliberal Paradigm
Other Perspectives in the Purpose of Education
Love and Care in Education
Postformal Education
Conclusion
References
[19] Chapter Two: Power: Discourses of Power. Introduction
Foucault: Discourse and Power
Foucault: Knowledge and Education
Racism and exclusion
[26] What implications are there for students with refugee and asylum seeker backgrounds?
[31] Conclusion
References
[35] Chapter Three: Politics: Neoliberalism and Education. Introduction
Neoliberal Foundations
[38] Neoliberalism and Education
[44] What implications are there for students with refugee and asylum seeker backgrounds?
Conclusion
References
[52] Chapter Four: People: Refugee status, Trauma and Loss. Introduction
Refugee and Asylum Seeker Status
[54] Love, Care and Compassion
Trauma, Loss, and Grief
Resilience
Conclusion
References
[69] Chapter Five: People: Compassion and Belonging. Introduction
Policymakers
What implications are there for students with refugee and asylum seeker experiences?
[81] Conclusion
[82] References
[85] Chapter Six: People: Schools as Safe Spaces. Introduction
School climate
Belonging
Empathy
[94] What implications are there for students with refugee and asylum seeker backgrounds?
Conclusion
[98] References
[104] Chapter Seven: People: The School and Leadership. Introduction
[105] School Culture
The School Principal
What implications are there for students with refugee and asylum seeker backgrounds?
Conclusion
References
[121] Chapter Eight: Pedagogy: Ways of Knowing and Doing. Introduction
Bioecological Theory
The Cultural Iceberg
Cultural Dimensions Theories
Oracy
What implications are there for students with refugee and asylum seeker backgrounds?
[134] Conclusion
References
[140] Chapter Nine: Pedagogy: Educating for Global Competence. Introduction
Postformal Psychology
Gidley’s Model of Adult Postformal Reasoning
Transforming Education
Conclusion
[152] References
[155] Index
Отрывок из книги
For Matthew P Bradley
Who leads with empathy, compassion and pedagogical love.
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Connell, R. (2013b). Why do Market ‘Reforms’ Persistently Increase Inequality? Discourse: Studies in the Cultural Politics of Education, 34(2), 279-285.
Cotton, K. (1996). School Size, School Climate, and Student Performance. Retrieved 30 November 2012 http://upstate.colgate.edu/pdf/Abt_merger/Cotton_1996_Size_Climate_Performance.pdf
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