<P>This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies. </P><P>Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically "othered" in the construction and distribution of academic knowledge make this a seminal volume in the field. </P><P>Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of
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This collection aims to develop and provide new platforms and strategies for making social justice education more accessible.
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<P>Originally published as a special issue of the <EM>International Journal of Qualitative Studies in Education</EM>, this volume explores how researchers, educators, artists, and scholars can collaborate with, and engage...
kr 499.00
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<P>This book makes the case that school Health and Physical Education (HPE) can make a unique contribution to young people¿s physical, emotional and social health outcomes when teachers of HPE engage in pedagogies for social justice that emphasise...
kr 1759.00
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