[PDF] Theoretical And Practical Approaches To Non Formal Education eBook

Author : Margareta M. Thomson
Publisher :
Page : pages
File Size : 31,70 MB
Release : 2021
Category : Non-formal education
ISBN : 9781599426136

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"The current volume compiles recent research describing theoretical and practical approaches to non-formal education and examines several unique views about learning and instructional modes. Non-formal education responds to the needs and interests of a large number of learners who want to be involved in enjoyable and resourceful activities. In this collection, the authors tackle the topic of non-formal education from a variety of disciplines, such as computer science, psychology, education, science education, literacy, music, art, and social studies by sharing original perspectives, and proposing novel educational approaches. The book chapters present insights into designing and carrying out non-formal education activities, operational management strategies related to non-formal education, activating and creating the well-being of participants in non-formal education activities, and implementing active learning"--

Author : Daniel Mara
Publisher : BrownWalker Press
Page : 250 pages
File Size : 38,82 MB
Release : 2021-05-01
Category : Education
ISBN : 1599426129

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In this collection of work, the contributing authors tackle the topic of non-formal education from a variety of disciplines, such as computer science, psychology, education, science education, literacy, music, art, and social studies by sharing original perspectives, and proposing novel educational approaches. The book chapters present insights into designing and carrying out non-formal education activities, operational management strategies related to non-formal education, activating and creating the well-being of participants in non-formal education activities, and implementing active learning. The current volume appeals to a wide audience, including teachers, parents, students, and education specialists, as well as researchers and community members working with youth and children. Moreover, this volume appeals to an international audience, as the contributing authors are from various countries, including the USA, Indonesia, Italy, Romania, and Spain. The interdisciplinary and global perspective presented in the current volume makes it not only valuable for the educational field, but unique, compared to similar publications in the field.

Author : Wim Hoppers
Publisher :
Page : 138 pages
File Size : 14,93 MB
Release : 2006
Category : Basic education
ISBN :

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There is growing recognition that non-formal education (NFE) can play an important role in providing basic education for disadvantaged children and young people. However, development agencies and governments face difficult questions about how to manage the relationship between NFE and the formal education system. This paper offers strategies to support and expand the provision of quality non-formal basic education without compromising its innovation and responsiveness to the needs of different groups.The paper first provides an overview of the history of debates, ideological perspectives and practice in NFE, and outlines key areas of relationships between NFE and the education field as a whole. It draws on examples from Mali, Mexico, Tanzania, India, Namibia, Burkina Faso, Trinidad and Tobago, Somaliland, Brazil, South Africa and the Latin American Fey y Alegria (Faith and Joy) movement.

Author : Norma Gonzalez
Publisher : Routledge
Page : 332 pages
File Size : 39,65 MB
Release : 2006-04-21
Category : Education
ISBN : 1135614059

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The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

Author : Antonia Darder
Publisher : Taylor & Francis
Page : 237 pages
File Size : 40,72 MB
Release : 2017-06-14
Category : Education
ISBN : 1317199278

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One of the most influential critical educators of the twentieth century, Paulo Freire challenged those educational inequalities and conditions of injustice faced by oppressed populations. In this new edition of Reinventing Paulo Freire, Antonia Darder re-examines his legacy through reflections on Freirean pedagogy and the narratives of teachers who reinvent his work. The fully revised first part provides important historical, political, and economic connections between major societal concerns and educational questions raised by Freire and their link to the contemporary moment, including questions tied to neoliberalism, coloniality, and educational inequalities. At the heart of the book is a critical understanding of how Freire’s pedagogy of love can inform, in theory and practice, a humanizing approach to teaching and learning. Powerful teacher narratives offer examples of a living praxis, committed to democratic classroom life and the emancipation of subaltern communities. The narratives clearly illustrate how Freire’s ideas can be put concretely into practice in schools and communities. These reflections on Freirean praxis are sure to spark conversation and inspiration in teacher education courses. Through a close theoretical engagement of Freire’s ideas and key insights garnered from lived experiences, the book speaks to the ways Freire can still inspire contemporary educators to adopt the spirit of liberatory pedagogy, By so doing, Reinventing Paulo Freire is certain to advance his theories in new ways, both to those familiar with his work and to those studying Freire for the first time.

Author : Daniele Villa
Publisher : Springer Nature
Page : 1251 pages
File Size : 33,75 MB
Release : 2023-04-05
Category : Technology & Engineering
ISBN : 3031259068

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This book gathers peer-reviewed papers presented at the 3rd International and Interdisciplinary Conference on Image and Imagination (IMG), held in Milano, Italy, in November 2021. Highlighting interdisciplinary and multi-disciplinary research concerning graphics science and education, the papers address theoretical research as well as applications, including education, in several fields of science, technology and art. Mainly focusing on graphics for communication, visualization, description and storytelling, and for learning and thought construction, the book provides architects, engineers, computer scientists, and designers with the latest advances in the field, particularly in the context of science, arts and education.

Author : Aostre N. Johnson
Publisher : R&L Education
Page : 197 pages
File Size : 33,70 MB
Release : 2011
Category : Education
ISBN : 1610483154

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This book offers both theoretical overviews and practical approaches for educators, academics, education students and parents who are interested in transforming schools. It encourages reinvigorating approaches to learning and teaching that can easily be integrated into both public and private K-12 school classrooms, with many ideas also applicable to higher education. It supports an educational system based on the beliefs that heart and spirit are intertwined with mind and intellect, and that inner peace, wisdom, compassion, and conscience can be developed together with academic content and skills.

Author : Thomas Greig Archibald
Publisher :
Page : 490 pages
File Size : 36,55 MB
Release : 2013
Category :
ISBN :

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The purpose of this study is to better understand how efforts to make non-formal education more "evidence-based" actually unfold in practice. I focus specifically on three cases, two of which involve mandates to implement evidence-based programs, while the third involves incorporation of evidence-based practices. The three cases are instances of a larger contextual shift towards more "scientific" approaches to education research and evaluation, part of the "era of accountability." That shift has fomented much debate in recent years, producing theoretical critiques that-while insightful-are often rhetorical and polemical, lacking a clear grounding in particular practical settings. To address that lack, this study analyzes what actually happens, in practice, when people support the implementation of evidence-based programs or engage in related efforts to make non-formal education more "evidence-based." In essence, I ask: What does that work entail? Specifically, I ask (1) How is evidence-based program and evidence-based practice work actually practiced? (2) What perspectives and assumptions about what non-formal education is are manifested through that work? and (3) What conflicts and tensions emerge through that work related to those perspectives and assumptions? Empirically, this qualitative study is based on data from in-depth interviews, observation, and document analysis. Theoretically, it is informed by critical perspectives on epistemological politics, drawing especially from the field of science and technology studies. Through my elucidation of the intricacies and contingencies involved in making nonformal education more "evidence-based," I am able to highlight divergent perspectives and assumptions about what non-formal education is and about how it should be informed by research evidence. Specifically, non-formal education is constituted by some people as an infrastructure for the dissemination of scientific information and by others as a grassroots site for knowledge sharing. Relatedly, it is alternatively perceived and performed as a program (meaning a tightly bounded, scripted curriculum) or as a set of practices. While the conflicts and tensions between these divergent perspectives may appear academic or irrelevant, I argue that they have stark implications for what non-formal education is and can be in society, concluding that the self-evident superiority of evidence-based programs must be revisited.