Assessment in architecture and creative arts schools has traditionally adopted a ‘one size fits all’ approach by using the ‘crit’, where students pin up their work, make a presentation and receive verbal feedback in front of peers and academic staff. In addition to increasing stress and inhibiting learning, which may impact more depending on gender and ethnicity, the adversarial structure of the ‘crit’ reinforces power imbalances and thereby ultimately contributes to the reproduction of dominant cultural paradigms. This book critically examines the pedagogical theory underlying this approach, discusses recent critiques of this approach and the reality of the ‘crit’ is examined through analysis of practice. The book explores the challenges for education and describes how changes to feedback in education can shape the future of architecture and the creative arts.

In this volume students defend their ideas, drawings and models in open forum before staff and fellow students. This book is by students, for students, to help them prepare for more creative relationships with future collaborators.

Rethinking R.G. Collingwood reviews Collingwood's thought via his own rethinking of Hegel. It establishes the revisionary character of Collingwood's defence of liberal civilization in theory and practice. Collingwood is seen as avoiding the pitfalls of Hegel's teleological historicism by developing an open and contestable reading of the rationality of liberal civilization, which neither reduces practice to theory nor philosophy to history. The contemporary relevance of Collingwood's standpoint is demonstrated by comparing it with those of recent defenders and critics of liberalism Rawls, Lyotard and MacIntyre.

A major new contribution to college student development theory, this book brings "third wave" theories to bear on this vitally important topic. The first section includes a chapter that provides an overview of the evolution of student development theories as well as chapters describing the critical and poststructural theories most relevant to the next iteration of student development theory. These theories include critical race theory, queer theory, feminist theories, intersectionality, decolonizing/indigenous theories, and crip theories. These chapters also include a discussion of how each theory is relevant to the central questions of student development theory. The second section provides critical interpretations of the primary constructs associated with student development theory. These constructs and their related ideas include resilience, dissonance, socially constructed identities, authenticity, agency, context, development (consistency/coherence/stability), and knowledge (sources of truth and belief systems). Each chapter begins with brief personal narratives on a particular construct; the chapter authors then re-envision the narrative’s highlighted construct using one or more critical theories. The third section will focus on implications for practice. Specifically, these chapters will consider possibilities for how student development constructs re-envisioned through critical perspectives can be utilized in practice. The primary audience for the book is faculty members who teach in graduate programs in higher education and student affairs and their students. The book will also be useful to practitioners seeking guidance in working effectively with students across the convergence of multiple aspects of identity and development.

Like the schools in which it is taught, social studies is full of alluring contradictions. It harbors possibilities for inquiry and social criticism, liberation and emancipation. Social studies could be a site that enables young people to analyze and understand social issues in a holistic way – finding and tracing relations and interconnections both present and past in an effort to build meaningful understandings of a problem, its context and history; to envision a future where specific social problems are resolved; and take action to bring that vision in to existence. Social studies could be a place where students learn to speak for themselves in order to achieve, or at least strive toward an equal degree of participation and better future. Social studies could be like this, but it is not. Rethinking Social Studies examines why social studies has been and continues to be profoundly conversing in nature, the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. Rethinking social studies as a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, and make change, rests on the premises that social studies should not show life to students, but bringing them to life and that the aim of social studies is getting students to speak for themselves, to understand people make their own history even if they make it in already existing circumstances. These principles are the foundation for a new social studies, one that is not driven by standardized curriculum or examinations, but by the perceived needs, interests, desires of students, communities of shared interest, and ourselves as educators. Rethinking Social Studies challenges readers to reconsider conventional thought and practices that sustain the status quo in classrooms, schools, and society by critically engaging with questions and issues such as: neutrality in the classroom; how movement conservatism shapes the social studies curriculum; how corporate?driven education affects schools, teachers, and curriculum; ways in which teachers can creatively disrupt everyday life in the social studies classroom; going beyond language and inclusive content in social justice oriented teaching; making critical pedagogy relevant to everyday life and classroom practice; the invisibility of class in the social studies curriculum and how to make it a central organizing concept; class war, class consciousness and social studies in the age of empire; what are your ideals as a social studies education and how do you keep them and still teach?; and what it means to be a critical social studies educator beyond the classroom.

This book assembles multi-disciplinary contributions to delve deeper into ReThinking Management. The first part provides some foundational considerations and inspirations. Further chapters offer more specific links to the arts and creativity sectors as well as empirical research and case reflections. ReThinking Management pursues the main idea that management theory is not merely a sub-discipline of economics, but rather a cross-disciplinary and critical field of research and practice, with a decidedly cultural perspective. While questioning the status and practices of conventional management, the book opens up for new understandings, turns and perspectives.

In the rapidly-changing world of the Internet and the Web, theory and research struggle to keep up with technological, social, and economic developments. In education in particular, a proliferation of novel practices, applications, and forms - from bulletin boards to Webcasts, from online educational games to open educational resources - have come to be addressed under the rubric of «e-learning». In response to these phenomena, Re-thinking E-Learning Research introduces a number of research frameworks and methodologies relevant to e-learning. The book outlines methods for the analysis of content, narrative, genre, discourse, hermeneutic-phenomenological investigation, and critical and historical inquiry. It provides examples of pairings of method and subject matter that include narrative research into the adaptation of blogs in a classroom setting; the discursive-psychological analysis of student conversations with artificially intelligent agents; a genre analysis of an online discussion; and a phenomenological study of online mathematics puzzles. Introducing practical applications and spanning a wide range of the possibilities for e-learning, this book will be useful for students, teachers, and researchers in e-learning.

What is truth? Can it be discovered objectively, as science claims? Or is truth a created, highly contested and changing entity, lasting but a moment? Is there more than one truth? Do we pursue it or does truth pursue us? People have sacrificed their lives for it. What is it about truth that can elicit such a reaction? The title illustartes that the contemporary world is full of contradictions; starvation, Aids, illiteracy, and serial killings exist alongside sophisticated digital technology. The money markets of Wall Street and Tokyo, and the pursuit of unsurpassed wealth is a reality created by those who hold these to be certain notions of truth. Our own reality - whatever that is, and whatever form it takes is not a given thing. It is based on certain notions of truth. If we rethink our truth, we alter our reality. This means that we can change the way we live and relate to the world.

The ethnographic experience is an indelible venture that continuously redefines one's life. Bringing together important cross-currents in the national debate on education, this book introduces the student or practitioner to the challenges, resources, and skills informing ethnographic research today. From the first chapter describing the cultural foundations of ethnographic research, by George Spindler, the book traces both traditional and new approaches to the study of schools and their communities. Emphasis on discourse, critical pedagogy, and ethnicity are among the many aspects of methodology and educational change emphasized by the contributors.