Bekerman, Zvi / Burbules, Nicholas C. / Silberman-Keller, Diana (eds.)
Learning in Places
The Informal Education Reader
Year of Publication: 2006
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2006. 315 pp., num. ill.
ISBN 978-0-8204-6786-3 pb. (Softcover)
Weight: 0.460 kg, 1.014 lbs
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Learning in Places is a concerted effort undertaken by an outstanding group of international researchers to create a resource book that can introduce academic, professional and lay readers to the field of informal learning/education and its potential to transform present educational thinking. The book presents a wealth of ideas from a wide variety of disciplinary fields and methodological approaches covering multiple learning landscapes – in museums, workplaces, classrooms, places of recreation – in a variety of political, social and cultural contexts around the world. Learning in Places presents the most recent theoretical advances in the field; analyzing the social, cultural, political, historical and economical contexts within which informal learning develops and must be critiqued. It also looks into the epistemology that nourishes its development and into the practices that characterize its implementation; and finally reflects on the variety of educational contexts in which it is practiced.
Contents: Zvi Bekerman/Nicholas C. Burbules/Diana Silberman-Keller: Introduction – Mark K. Smith: Beyond the Curriculum: Fostering Associational Life in Schools – Doris Ash/Gordon Wells: Dialogic Inquiry in Classroom and Museum: Actions, Tools, and Talk – Shelley Goldman: A New Angle on Families: Connecting the Mathematics of Life with School Mathematics – Glynda A. Hull/James G. Greeno: Identity and Agency in Nonschool and School Worlds – Honorine Nocon/Michael Cole: School's Invasion of «After-School»: Colonization, Rationalization, or Expansion of Access? – Maureen A. Callanan/Gregory Braswell: Parent-Child Conversations about Science and Literacy: Links between Formal and Informal Learning – Ashley E. Maynard/Patricia M. Greenfield: Cultural Teaching and Learning: Processes, Effects, and Development of Apprenticeship Skills – Daniel Schugurensky: «This Is Our School of Citizenship»: Informal Learning in Local Democracy – Sally Duensing: Culture Matters: Informal Science Centers and Cultural Contexts – D. W. Livingstone: Informal Learning: Conceptual Distinctions and Preliminary Findings – Zvi Bekerman: «Dancing with Words»: Narratives on Informal Education – Diana Silberman-Keller: Images of Time and Place in the Narrative of Nonformal Pedagogy – Nicholas C. Burbules: Self-Educating Communities: Collaboration and Learning through the Internet – Ray McDermott: Situating Genius.
About the author(s)/editor(s)
The Editors: Zvi Bekerman teaches anthropology of education at the School of Education and at The Melton Center, Hebrew University of Jerusalem. He has written widely in the area of peace education and integrated bilingual Palestinian-Jewish education in Israel. His main research interests and publications are in the study of identity processes and negotiation during intercultural encounters and in informal learning contexts. He has recently become involved in the study of identity construction and development in educational computer-mediated environments.
Nicholas C. Burbules is Grayce Wicall Gauthier Professor in the Department of Educational Policy Studies at the University of Illinois, Urbana/Champaign. He has written widely in the areas of philosophy of education, technology and education, and critical social and political theory. The current editor of Educational Theory, he has also published Globalization and Education: Critical Perspectives (with Carlos Torres).
Diana Silberman-Keller is the Dean of the School of Multidisciplinary Studies, Beit Berl College, Israel, where she was previously Head of the Non-Formal Education Department. She has written widely in the areas of ideologies in education, literary theory and semiotics in education, non-formal education, and learning.
«‘Learning in Places: The Informal Education Reader’ may sound at first a bit ambitious. In fact, not only is there nothing else like it in ‘the field,’ but it is indeed canonical – in its quality, in its range of interests, and, appropriately, in its description and analysis of the variegated nature of the settings or ‘places’ in which learning occurs.» (Philip Wexler, Professor of Sociology of Education, School of Education, Hebrew University, Jerusalem)
Counterpoints: Studies in the Postmodern Theory of Education. Vol. 249
General Editors: Joe L. Kincheloe and Shirley R. Steinberg