This is a public group open to those working and teaching in General Education– whether that be traditional models, integrative models, or hybrids. Welcoming scholars and practitioners from various fields and institutions, this group seeks to engage in an interdisciplinary conversation on the challenges and victories of General Education in the 21st century, including but […]
Thinking about teaching, learning, and study.
This group is for those who are involved in education sicences and educational research.
Forum for discussion on post-secondary arts education including the development of contemporary arts education.
Standards for Reporting Data to Educators provides a synthesis of research and best practices of how data should be presented to educators in order to optimize the effectiveness of data use. Synthesizing over 300 sources of peer-reviewed research, expert commentary, and best practices, Rankin develops a set of data reporting standards that education data system vendors, providers, and creators can apply to improve how data is displayed for educators. The accurate and effective presentation of data is paramount to educators’ ability to successfully implement and make use of the most current knowledge in the field. This important book reveals the most effective ways to communicate data to ensure educators can use data easily and accurately.
If art, education, and research always – up to some extent – put us in contact with things yet to be known, yet to be thought, what to say about this anticipation of something taking place, especially if this something ought to take place through our work? In this talk, I approach this question through a series of vignettes – ethics, politics, poetics – with the intention to trouble the direct applicability and appropriability of the otherwise unfolding from the work that we do.
In the last decade, there has been an international resurgence of interest in the philosophy of Louis Althusser. New essays, journalism, collections, secondary literature, and even manuscripts by Althusser himself are emerging, speaking in fresh ways to audiences of theorists and activists. Althusser is especially important in educational thought, as he famously claimed that school is the most impactful ideological state apparatus in modern society. This insight inspired a generation of educational researchers, but Althusser’s philosophy—unique in a number of ways, one of which was its emphasis on education—largely lost popularity. Despite this resurgence of interest, and while Althusser’s philosophy is important for educators and activists to know about, it remains difficult to understand. The Gold and the Dross: Althusser for Educators, with succinct prose and a creative organization, introduces readers to Althusser’s thinking. Intended for those who have never encountered Althusser’s theory before, and even those who are new to philosophy and critical theory in general, the book elaborates the basic tenets of Althusser’s philosophy using examples and personal stories juxtaposed with selected passages of Althusser’s writing. Starting with a beginner’s guide to interpellation and Althusser’s concept of ideology, the book continues by elaborating the epistemology and ontology Althusser produced, and concludes with his concepts of society and science. The Gold and the Dross makes Althusser’s philosophy more available to contemporary audiences of educators and activists.
This article presents an argument from a German background in a current American debate about new challenges in teacher education. Experience and theory both show how necessary Transnational History is as a foundation for contemporary teacher training. Three ways to proceed in Germany are presented here, with suggestions for other countries, too.
Dismantling the centrist idea that education is the solution to political and economic problems.
An informational town hall about the activities of the Education Committee of MLA during the 2017-2018 year and plans for the 2018-2019 year.