This book brings together a collection of multi-disciplinary voices to discuss, debate, and devise a series of ahuman pedagogical proposals that aim to address the challenging ecological, political, social, economic, and aesthetic milieu within which education is situated today. Attending to contemporary calls to decenter all-too-human educational research and practice, while also coming to terms with the limits and inheritances through which such calls are made possible in the first place, this book aims to interrogate, but also invent, what we are calling an ahuman pedagogy. Organized in three main sections — Conjuring an Ahuman Pedagogy, Machinic Re/distributions, and Non-pedagogies for Unthought Futures — this multi-disciplinary experiment in ahuman pedagogies for the age of the Anthropocene offers an experimental – albeit always speculative and incomplete – series of pedagogical proposals that work to unthink and counter-actualize educational futures-as-usual.

The poems in this collection deal with the real life-worlds of professors, instructors, lecturers, teachers, and others working in education. This volume covers contemporary teaching experiences in education, including the many roles that teachers play such as instructing, lecturing, mentoring, facilitating, coaching, guiding, and leading. This volume covers the manifold life experiences and perspectives of being and working as a teacher in education and the epiphanies experienced in that role. This volume gives creative voice to the full range of experiences by teachers, students, and others, and empowers readers with inspiration and personal agency as they evolve as self-creating, self-determining authors of their own lives, both personally and professionally. The poems in this volume are largely based on teachers’ meaningful experiences in and out of the classroom, and will provide artistic inspiration and creative insight to others who currently work as teachers or those students who are preparing to be professors, instructors, and teachers or those students who simply enjoy the creative voice of others.

This is a book for teachers, especially new and soon-to-be teachers. It’s a book from one teacher to other teachers who care deeply about what goes on in schools, who see teaching as a calling, who want to make their time in classrooms life changing for the students they are lucky enough to teach. This book is meant to inspire as much as instruct. The lessons that make up the body of this book are organized around five questions that every teacher needs to consider: (1) What can I do to be sure I realize my dream of making a positive difference in the lives of my students? (2) How can I make my teaching effective by building on vital human connections with my students? (3) How can I make my classroom management effective, while encouraging my students to become self-regulating agents of their own behavior? (4) What are instructional approaches that will engage my students in shaping their own development and learning? (5) What can I do to ensure my successful initiation into the teaching profession and avoid burnout in the future? Four lessons are included in each of the five parts defined by these questions. This book celebrates the passion, commitment and intelligence that teachers bring to their profession. Bright, caring individuals are called to teaching because they feel a powerful drive to touch the lives of young people and to make a difference in the world. The approaches advocated in these pages seek to take advantage of the commitment, drive, and brainpower teachers bring to their avocation. The lessons explored foreground the humanity of teaching and highlight ways teachers can experience the satisfaction of sharing meaningful, learning-filled connections with their students.

Education is widely recognized as a fundamental human right, yet the nature of the right remains unclear. Is it an entitlement to go to school, to acquire particular forms of knowledge or develop particular skills or attributes? And why exactly is education so important that we might defend all people's right to it? This book provides a much-needed exploration of this key contemporary issue. Highlighting limitations in the approaches of both the Education for All initiative and existing international law, the book presents a radical new vision of how the right can be understood. As well as basic education, there are discussions of higher and lifelong education, of human rights education, and of the intersection of rights-based approaches with others such Amartya Sen's 'capabilities'. The work serves as a stirring defense of the universal right to education against instrumental conceptions of learning, the inactivity of national governments and the abrogation of responsibility of the international community.

Many educational practices are based upon ideas about what it means to be human. Thus education is conceived as the production of particular subjectivities and identities such as the rational person, the autonomous individual, or the democratic citizen. Beyond Learning asks what might happen to the ways in which we educate if we treat the question as to what it means to be human as a radically open question; a question that can only be answered by engaging in education rather than as a question that needs to be answered before we can educate. The book provides a different way to understand and approach education, one that focuses on the ways in which human beings come into the world as unique individuals through responsible responses to what and who is other and different. Beyond Learning raises important questions about pedagogy, community and educational responsibility, and helps educators of children and adults alike to understand what a commitment to a truly democratic education entails.

Paulo Freire argues that an acceptance of fatalism leads to the loss of personal and societal freedom. He emphasises the current passive acceptance of a world in which hunger and unemployment exist alongside excessive opulence.

In her new book, prominent professional developer Yvette Jackson focuses on students' strengths, rather than their weaknesses, To reinvigorate educators to inspire learning and high intellectual performance. Through the lens of educational psychology and historical reforms, Jackson responds To The faltering motivation and confidence of educators in terms of its effects on closing the achievement gap. The author seeks to "rekindle the belief in the vast capacity of underachieving urban students," and offers strategies to help educators inspire intellectual performance. Jackson proposes that a paradigm shift towards a focus on strengths will reinvigorate educators' passion for teaching and belief in their ability to raise the intellectual achievement of their students. Jackson addresses how educators can systematically support the development of motivation, reflective and cognitive skills, and high performance when standards and assessments are predisposed to non-conceptual methods. Furthermore, she examines challenges and offers strategies for dealing with cultural disconnects, The influence of new technologies, and language preferences of students.

Do what you do best and let technology do the rest Technology has transformed lives. Why then, has it not transformed education? What needs to change to ensure integration that empowers students and enhances teacher depth? Learn how to let technology cultivate student autonomy, creativity, and responsibility while focusing on lessons that hone higher-order and critical thinking skills. See technology as a complement rather than a replacement Embrace its creation potential over consumption Encourage personalized learning, autonomy, and creativity over outcomes Celebrate digital competence over curriculum improvement Focus on tech-pedagogy over product usage

This book applies the capability approach as an evaluative lens through which to explore the range of capabilities that emerged over a three-year period, through the Trinity Access 21 – College for Every Student (TA21-CFES) higher education access project in four schools. Qualitative analysis is presented from a longitudinal study of four schools over a three-year period, drawing on data from four student focus groups involving 21 student participants and 14 individual student interviews. An additional sixteen school personnel contributed in interviews. There are three main findings: first, specific student capabilities emerge because of their engagement in the TA21-CFES core practices of Leadership, Mentoring and Pathways to College. These are: autonomy, practical reason/college knowledge, identity, social relations and networks and hope. Second, students encounter a range of inhibiting social conversion factors in developing capabilities and persisting with higher education aspirations. These are: the negative pull of peer relations; pressure related to the Junior Certificate; limited subject choice and conflicting family expectations. Third, it is the combination of their own emerging capability set along with a network of trusted relationships with others that enables them to overcome potentially corrosive disadvantage and translate their experiences into fertile functionings. It is proposed that these findings have national and international relevance for widening participation interventions. The research makes a methodological contribution as it is the first use of qualitative longitudinal research (QLR) in Ireland within a ‘lived’ project aimed at working-class students over a three-year period. It contributes empirically as it provides new knowledge about the impact of interventions aimed at developing students’ capability set and how these might help them to develop navigational capital and post-secondary educational aspirations. It also makes a conceptual contribution to how we frame the design and evaluation of impact of widening participation initiatives, as it takes a capability approach to considering how students develop higher education aspirations over time, towards what they consider ‘a life of value’. It is useful to researchers, practitioners and policy makers who are interested in taking an evidence-based approach to developing higher education access programmes.