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

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https://doi.org/10.1007/978-1-349-10165-8hat disruptive behavior is one of the biggest problems in most Western educational systems. The aim of the chapter is rather to stress how the notion of disruptive behavior—from a cultural–historical perspective—is changed with an increasingly outcome-based educational practice and how this practice

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https://doi.org/10.1007/978-1-349-10165-8in everyday school practice. Empirical material from classrooms is used to show connections and disconnections between the students and teachers in everyday school life vis-à-vis students’ explorations of their own and others’ religious beliefs and practices.

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https://doi.org/10.1007/978-1-349-10237-2with Vygotsky’s contribution to an understanding of learning through his concept of the social situation of development. The chapter concludes with the consideration that learning must involve risk and uncertainty if young people are to learn through their engagement with social situations of develo

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Work Out Graphic Communication GCSErning session with an Aboriginal educator and researcher who facilitated an Indigenous-led school transition program. The program attended to the needs of children, families and community via culturally meaningful engagement, curriculum content and pedagogies. The yarning about the school transition

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Western Europe and Southeast Asiad to document the . Guarani narratives and knowledge in written form in order to use them as didactic resources in the education of teachers and students. We conclude the text presenting the paths of action taken by the Amerindian Support Network service (Institute of Psychology/University of São Pa

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Work Out Social and Economic History GCSEw rather than nurturing a conflictual relationship with the school institution, she could draw on different symbolic resources that favored her involvement at school. We thus argue for the necessity to study school experiences of migrant children as dynamics involving a creative dialogue between hom

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