Kirjahaku

This book explores the practical and psychological factors that regulate teaching and learning in the classroom, and illustrates how hope and creativity may arise out of unforeseen, non-standard, or turbulent conditions. Written at the intersection of curriculum theory and psychoanalysis, this volume offers an original pedagogical stance that seeks to ameliorate the impact of the classroom’s regulated and standardized environment. The author’s approach to classroom education suggests that teachers investigate students’ psychological entanglements to explain and transform difficult classroom experiences into productive, educative ones. By promoting an ethos of ironic engagement in teaching and learning, this book also demonstrates the importance of playfulness, imagination, and a readiness to make mistakes in classroom settings.This book will be of great interest to graduate and postgraduate students, researchers, academics, and policy makers in the fields of curriculum studies, teacher education, educational psychology and classroom management.

Today's growing national concern about education centers on the paramount importance of teaching reading and writing. This volume offers a rigorous examination of reading and the pedagogy of reading critically. The book examines the crucial role of reading in the education of the child for the year 2000 and explores the history of reading and readers in America while surveying the attendant literacy debates. The author examines the historical progress of American reading instruction, demonstrating that how one is taught to read not only determines what one will read, but also what is permissible to read, and how pedagogies of reading define reading publics. An important chapter focuses on reading as a process of identity construction that creates not only a text but shapes the person who reads that text. The book also describes reading as a psychological process in which the creative act of manipulating the text produces the self and the world. A final chapter discusses reading as the center of the educational system and examines methodologies. An index is provided.

In this book the author explores the radical novel in the United States which has been identified with the writings produced during the early part of the twentieth century by writers associated with socialist and communist ideologies, whose productions advocated the overthrow of the capitalist system. Contents: The Tradition of Literary Radicalism; Conditions of the Radical Novel in the Twentieth Century: Social Inequality; The Appearance of the Modern Artist/Intellectual; The New Periodicals; Socialism; Proletarian Literature; World War I; The Russian Influence; "The Inferiority of the Radical Novel"; Some Exits; The Depression; Bourgeois Literary Theory; Dismissal of the Radical Novel; The Reunification of the Radical Novel; An Alternative Reality; Reading and the Twentieth-Century Radical Novel: A Pedagogy; Bibliography; Index.

"I'm Only Bleeding: Education as the Practice of Social Violence Against Children" is an examination of the violence that education presently practices on our children. Using a paradigm steeped in object relations theory and its resulting psychoanalytic practice and in recent research in the burgeoning field of neuroscience, the book examines the growth of the child's psychological self and portrays the destructive effects that the idea and practice of schools and curriculum have on that development. This book explores the construction of the idea of the child as a product of adult needs and the schools as a place where children may be confined until they may be considered socially useful.

This book explores the seminal curriculum work of Joseph Schwab in the light of a Rabbinic Judaism to which Schwab did not - even, perhaps, could not - refer, but which Alan Block asserts might be central to a fuller understanding of Schwab's prescriptions for 'The Practical'. Using the language and methods of Rabbinic Judaism and Schwab's eclectic arts, Talmud, Curriculum, and The Practical opens a new, practical perspective onto American education, studying and redefining issues confronting education at the beginning of a new century and a new millennium.

This book explores the practical and psychological factors that regulate teaching and learning in the classroom, and illustrates how hope and creativity may arise out of unforeseen, non-standard, or turbulent conditions. Written at the intersection of curriculum theory and psychoanalysis, this volume offers an original pedagogical stance that seeks to ameliorate the impact of the classroom’s regulated and standardized environment. The author’s approach to classroom education suggests that teachers investigate students’ psychological entanglements to explain and transform difficult classroom experiences into productive, educative ones. By promoting an ethos of ironic engagement in teaching and learning, this book also demonstrates the importance of playfulness, imagination, and a readiness to make mistakes in classroom settings.This book will be of great interest to graduate and postgraduate students, researchers, academics, and policy makers in the fields of curriculum studies, teacher education, educational psychology and classroom management.

Most research on organized crime reveals only a limited sense of its history. Our understanding suffers as a result. Space, Time, and Organized Crime shows how arguments about the sources, consequences, and extent of crime are distorted as a consequence of crude empiricism. Originally published in Europe in 1991 as Perspectives on Organizing Crime, this book is a timely blend of history, criticism, and research. Fully one-fourth of this new edition contains hitherto unpublished materials especially relevant to the American experience.Space, Time, and Organized Crime describes the background of Progressive Era New York. It then broadens its scope by exploring the changes in drug production and distribution in Europe from about 1925 to the mid-1930s. Block addresses such little explored issues as the ethnicity of traders, the structure of drug syndicates, and the impact of legislation that attempted to criminalize increasing aspects of the world's narcotic industry prior to the Second World War. He then goes on to present organized crime's involvement with transnational political movements, intelligence services, and political murders. Space, Time, and Organized Crime concentrates on ambiguities evident in organized crime control, such as the U.S. Internal Revenue Service's protection of criminal off-shore financial interests, and the contradictions found in America's war on drugs.Space, Time, and Organized Crime demonstrates that the essential nature of crime in the twentieth century (regardless of where it takes place) cannot be understood without sound historical studies and a more sophisticated criminological approach. Block's unique blend of stratification in a historical context will be of special interest to historians, sociologists, criminologists, and penologist.