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دانلود کتاب Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India
دانلود کتاب آگاهی انتقادی، عدالت اجتماعی و مقاومت: تجربیات کودکان خردسالی که در خیابان ها در هند زندگی می کنند
مشخصات کتاب
Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India
ویرایش:
نویسندگان: Zinnia Mevawalla
سری: Education and Struggle
ISBN (شابک) : 143316843X, 9781433168437
ناشر: Peter Lang Inc., International Academic Publishers
سال نشر: 2020
تعداد صفحات: 318
زبان: English
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود)
حجم فایل: 5 مگابایت
قیمت کتاب (تومان) : 32,000
در صورت تبدیل فایل کتاب Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب آگاهی انتقادی، عدالت اجتماعی و مقاومت: تجربیات کودکان خردسالی که در خیابان ها در هند زندگی می کنند نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
توضیحاتی در مورد کتاب آگاهی انتقادی، عدالت اجتماعی و مقاومت: تجربیات کودکان خردسالی که در خیابان ها در هند زندگی می کنند
آگاهی انتقادی، عدالت اجتماعی و مقاومت: تجربه‌های کودکان خردسالی که در خیابان‌ها در هند زندگی می‌کنند گزارش‌هایی درباره تحقیقی درباره آگاهی انتقادی و عدالت اجتماعی انجام شده است. با کودکان خردسالی که در خیابان های بمبئی، هند زندگی می کنند. این کتاب به بررسی این موضوع می‌پردازد که چگونه کودکان - از طریق اشکال پیچیده، لایه‌ای و متنوع از رفتارهای مقاوم - با تجربه‌های نابرابری ساختاری، بی‌عدالتی و ستم که اغلب در زندگی روزمره خود با آن مواجه بودند، مبارزه کردند، به چالش کشیدند، و گاهی اوقات آنها را تغییر دادند. این مطالعه با تکیه بر بینش‌های تربیتی انتقادی، استدلال می‌کند که مربیان می‌توانند در همبستگی با کودکان، خانواده‌ها و جوامع کار کنند تا با موقعیت‌های ظلمی که هم در داخل و هم در خارج از زمینه‌های آموزشی وجود دارد، به جای انطباق ساده، تغییر کنند. استدلال می‌شود که تمرین‌کنندگان و سیاست‌گذاران فضاهای واقعی را برای تلاش‌های آموزشی باز می‌کنند که برای کرامت کودکان ارزش قائل است، رفتار مقاومتی را به‌عنوان شکلی از ارتباط درک می‌کنند و بر مقاومت تحول‌آفرین به‌عنوان یک عمل شهروندی تمرکز می‌کنند.
توضیحاتی درمورد کتاب به خارجی
Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India reports on an investigation of critical consciousness and social justice conducted with young children living on the streets in Mumbai, India. The book explores how children―through complex, layered and diverse forms of resistant behaviours―struggled against, challenged, and at times, transformed the experiences of structural inequality, injustice and oppression they often faced in their everyday lives. Drawing on insights from critical pedagogy, the study argues that educators can work in solidarity with children, families and communities to transform―rather than simply adapt―to situations of oppression that exist both within and outside of educational contexts. It is argued that practitioners and policy makers open genuine spaces for educational endeavours that value children’s dignity, understand resistant behaviour as a form of communication, and focus on transformative resistance as a praxis of citizenship.
فهرست مطالب
Cover Contents List of Figures Acknowledgements Permissions Abbreviations Introduction: We Are the Stories We Tell 1. Critical Education for Critical Times Education and Ideology Education and Critical Consciousness Dangerous Education for Dangerous Times: A Case for Critical Consciousness and Social Justice Education in the Early Years Who Are the Children Living on the Street? Why Research with Young Children Living on the Street? Mumbai, India: The Research Context India Mumbai Central Research Questions Transparency: The Researcher as a Human Instrument My Story The Importance of a Book on Critical Consciousness and Social Justice in the Early Years Book Structure 2. Theory for Knowing and Changing the System Critical Pedagogy: What Is It? Where Did It Come from? Critical Pedagogy and the Purpose of Education Knowing the System Characteristics of Critical Pedagogy Education Is Political Ideology Hegemony Historicity of Knowledge Regimes of Truth Micropractices of Power Developmentally Appropriate Practices Political Economy Culture, Race and Gender Changing the System Resistance and Counter-hegemonic Discourses Resistance Theory Critiques of Resistance Theory Ideological Critique Critical Consciousness Praxis Dialogue and Problem-Posing Education Repositioning Critiques of Critical Pedagogy Justifying the Use of Critical Pedagogy to the Research Reported on in This Book Critical Pedagogy and the Indian Context Conclusion 3. Critical Consciousness and Social Justice in Early Childhood Literature Review Search Methods and Inclusion Criteria Understanding Critical Consciousness Understanding Social Justice Critical Social Justice Interconnected Understandings: Social Justice and Critical Consciousness Education for Critical Consciousness Community-Based Approaches to Developing Critical Consciousness Adult Education for Critical Consciousness Research with Pre-service Teachers Research with Teachers Critical Consciousness for Education with Children Early Childhood Contexts Gaps in the Literature and the Current Study Conclusion 4. Researching with Young Children Living on the Streets The Mosaic Approach Pieces of the Mosaic Critiques of the Mosaic Approach Using the Mosaic Approach in This Study Ethical Considerations Informed Consent Power Relations and Imbalances Sensitive Information, Confidentiality and Privacy Research Context: The Centre and the Streets Participant Selection and Recruitment Participants Data Collection Observations and Field Notes Dialogue and Informal Conversation Drawing and Storytelling Child-Led Photography and Tours Data Analysis Rigour and Credibility Triangulation Reflexivity Voice and Collaboration Prolonged Engagement in the Field Limitations Conclusion 5. The Indian Context Why Is a Chapter on the Indian Context Necessary? Framing the Historical Analysis Colonisation Ideology Civil and Criminal Justice System Slavery Independence and the Partition Modern Republic of India Religion Hinduism and the Caste System Christianity in India Muslims in India Religious Riots and Terrorism Political and Socio-economic Structures Symbolic Violence and the Treatment of Women Female Infanticide Child Marriage Educational Inequality and Exclusion on the Basis of Gender Education Systems in India Early Childhood Provisions Primary School Systems Mumbai Children Living on the Streets in Mumbai Prevalence Causes Education Economic Activity Challenges Support Mechanisms Re-meeting the Complex Interplay of History, Economics, Politics and Society: Educational Contexts, Children Living on the Streets and This Research Conclusion 6. The Stories We Tell Using Resistance Theory Profile of Participants Akbar,2 Male, 7.5 Years Old Arav, Male, 4.5 Years Old Bhijali, Female, 3.5 Years Old Birbal, Male, 7 Years Old Krish, Male, 4.5 Years Old Payal, Female, 5 Years Old Rani, Female, 7 Years Old Rathore, Male, 8 Years Old Sonakshi, Female, 4 Years Old Tara, Female, 4.5 Years Old Children’s Lived Experiences and Perspectives Conformist Resistance Learning English Belief in the System of Education Caretaking Self-defeating Resistance Apathy and Self-soothing Self-deprecating and Destructive Behaviours Systematic Understanding and Critique Obedience and Underlife Transformative Resistance Aspirations and Plans to ‘Be Someone’ Creative Problem Solving Ensuring Fairness Speaking Out Helping and Teaching Others Social Justice Dignity Work Conclusion 7. Resistance for Social Justice and Critical Consciousness Language Hierarchies, Neoliberal and Developmental Discourses: Divide and Rule Language Hierarchies and Neoliberal Discourses Developmental Discourses and Micropractices of Power Resistant Behaviour as Communication Resistance as a Communication of Self-defence and Agency Resistance as a Communication of the Desire for Social Justice and Listening Underlife Resistance, Dignity and the Pedagogy of Indignation Policy Implications Research Implications Practice Implications Limitations and Further Research Suggestions Conclusion 8. Summary: If Gandhi was a Child in Your Classroom
