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221004 ||| eng |
| 020 |
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|a 9789811944642
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| 100 |
1 |
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|a Heggart, Keith
|e [editor]
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| 245 |
0 |
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|a Empowering Teachers and Democratising Schooling
|h Elektronische Ressource
|b Perspectives from Australia
|c edited by Keith Heggart, Steven Kolber
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| 250 |
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|a 1st ed. 2022
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| 260 |
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|a Singapore
|b Springer Nature Singapore
|c 2022, 2022
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| 300 |
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|a XIV, 277 p. 13 illus., 8 illus. in color
|b online resource
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| 505 |
0 |
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|a Part 1: Challenges to teacher empowerment -- Chapter 1. Global forces, local solutions -- Chapter 2. Australian Teachers as Democracy Workers -- Chapter 3. A profession under pressure: Demoralisation shown through Teacher Narratives -- Chapter 4. A profession under pressure: Demoralisation shown through Teacher Narratives -- Chapter 5. A Feminist View of Teaching -- Part 2: Empowering new teachers and initial teacher education -- Chapter 6. A loss of confidence in Initial Teacher Education.– Chapter 7. Neoliberalism in Initial Teacher Education -- Chapter 8. The New Teacher Tribe -- Part 3: Empowering teachers within schools -- Chapter 9. Trusting Teacher Professional Judgement -- Chapter 10. The profession that eats itself: addressing teacher infighting -- Chapter 10. The profession that eats itself: addressing teacher infighting -- Chapter 11. Teacher Leadership and Professional Development -- Part 4: The role of unions in teacher empowerment and development -- Chapter 12. The Demise of Teacher Expertise and Agency by the ‘evidence-based discourse’ -- Chapter 13. Hearing Teachers’ Voices -- Chapter 14. Unions, Neoliberalism and teacher empowerment -- Part 5: Empowered teachers enacting democratic practices in schooling -- Chapter 15. Education and Democracy -- Chapter 16. Teachers as Changemakers -- Chapter 17. An Australian era when vocational education teachers were as committed to championing social justice as building the economy: The Karmel and Kangan reports -- Chapter 18. Democracy starts in the classroom -- Chapter 19. Teachers as the Solution -- Conclusion
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| 653 |
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|a School administration
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| 653 |
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|a School management and organization
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| 653 |
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|a Education Policy
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| 653 |
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|a Sociology of Education
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| 653 |
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|a Educational sociology
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| 653 |
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|a Organization and Leadership
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| 653 |
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|a Teachers / Training of
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| 653 |
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|a Teaching and Teacher Education
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| 653 |
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|a Educational Policy and Politics
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| 653 |
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|a Education and state
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| 700 |
1 |
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|a Kolber, Steven
|e [editor]
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 028 |
5 |
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|a 10.1007/978-981-19-4464-2
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| 856 |
4 |
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|u https://doi.org/10.1007/978-981-19-4464-2?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 379
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| 520 |
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|a This edited book brings together teachers and education academics who are committed to education about, for and through democracy. It presents a diverse range of viewpoints about the challenges facing educators working across different sectors and discusses ways to challenge issues like neoliberalism, excessive managerialism and accountability and privatisation. It also engages with the times that education has, and continues, to fail students. This book outlines both logistical and ideological challenges which educators committed to democracy face and describes innovative approaches they have adopted, including networking, the use of social media and digital tools and extending their reach beyond their local communities to international audiences. It encourages conversations about how educators and academics might re-commit to education for democracy and generate further avenues for discussion and action by educators and academics
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