Titlebook: Culture in Education and Education in Culture; Tensioned Dialogues Pernille Hviid,Mariann Märtsin Book 2019 Springer Nature Switzerland AG

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Teacher Identity in Structural Reflective Workshops: A View from China needs of students’ autonomy development and the limitations of teacher training in contemporary China. These point to the demand to focus on the development of teacher identity. Previous research has been conducted on the identity formation of student–teachers, yet there have been few efforts to st

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Children’s Development: Between Personal Engagements and Curriculum-Based Preschool Practices in particular students’ academic learning. As such, ECEC has become part of the global investment in learning, and the global competition on knowledge. This renewed attention has in effect led ECECs to redirect their practices in an attempt to align with the overall political goals. This is particu

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Commentary to Part III: Cultural Perspectives on Self/Identity Issues, Prejudice, and Symbolic Resouractices promote human development along the life course. Here I comment on the clever contribution the chapters in Part III make, on the value of creation and use of cultural elements transformed in personal symbolic resources to overcome social barriers, and on issues relative to self-identificati

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Editors’ Conclusion: Imagining an Education for “Good Life”a resource for individual and collective creativity, and when does it create unconstructive or destructive tensions for the individual and/or for the community. We consider the suggestions developed in each of the chapters and through that build a bricolage of knowledge on cultivated education that

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https://doi.org/10.1007/978-1-349-10165-8hooling, while retaining its positive value? We could look at non-western systems of education that give less emphasis to formal schooling and pay more attention to the formation of “good” persons. However, in many cases, this is a person that is well adapted to the mores of a more or less stable so