hans smits (63 résultats)

Paperback. Etat : Brand New. 102 pages. 9.00x6.00x0.23 inches. In Stock.

paperback. Etat : New. New. Ships in a BOX from Central Missouri! UPS shipping for most packages, (Priority Mail for AK/HI/APO/PO Boxes).

PAP. Etat : New. New Book. Shipped from UK. Established seller since 2000.

Etat : Good. Naam, plaats en datum op schutblad.

Paperback. Etat : New. The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Possibilities for learning about peace conceived in terms of Jonathan Lear's (2006) notion of «radical hope» are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, children's experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers' college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education.

Ingenaaid. Etat : Boek goed. . (illustrateur). 253 pp. Bibliographie. Middeleeuwse studies en bronnen XLV.

PAP. Etat : New. New Book. Shipped from UK. Established seller since 2000.

Etat : Good. Paperback, geà llustreerd met foto's in z/w, 8vo.; Leesvouw in rug.

Hardcover. Etat : Good. No Jacket. xi, 195 p.

Paperback. Etat : New.

Etat : New. In.

2005, 162pp, paperback in goede staat.

Geb., hardcover, nette staat, 592 pagina's.

Paperback. Etat : new. Paperback. The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Possibilities for learning about peace conceived in terms of Jonathan Lears (2006) notion of radical hope are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, childrens experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education. In this book, educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Etat : New. The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. As whole and in each of its parts, this book encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education. Editor(s): Smits, Hans; Naqvi, Rahat. Series: Complicated Conversation. Num Pages: 269 pages. BIC Classification: JNFR; JNKC; JNMT; JNSC. Category: (P) Professional & Vocational. Dimension: 227 x 150 x 18. Weight in Grams: 412. . 2014. New. paperback. . . . .

kart. Etat : Sehr gut. XXVI, 146 S. ; 23 cm, Tadelloses Exemplar. - Prefece : -- Provocation as Inquiry -- Part One -- Teacher Education Provoking Curriculum: -- Curriculum Provoking Teacher Education Response -- Solomon's Gift: Reflections on the Renewal of Teacher Education -- Anne M Phelan -- Part Two -- Fragmenting Narratives: The Ethics of Narrating Difference Response -- Remembering Ethics: Fostering Practical Reason in an Age of Science -- Terranee R Carson -- Part Three -- Provoking and Being Provoked by Embodied Qualities of Learning: -- Listening, Speaking, Seeing, and Feeling (Through) Inquiry in Teacher Education Response -- Toward a Curriculum of Curiosity -- Madeleine Grumet -- Part Four -- Historical Provocation: Responsibility in Teacher Education Response -- The Work of History: Professing Teacher Education -- Bill Green -- Afterword -- Master of Teaching: Phronesis and Beyond Shlomo Back -- A Coda -- Author Biographies. ISBN 9781433118289 Sprache: Englisch Gewicht in Gramm: 257.

Amst. & Antwerpen, Atlas, 2010. 206 blz. Paperback. Fraai. #9789045017310. [124614].

Etat : New. The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. As whole and in each of its parts, this book encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education. Editor(s): Smits, Hans; Naqvi, Rahat. Series: Complicated Conversation. Num Pages: 269 pages. BIC Classification: JNFR; JNKC; JNMT; JNSC. Category: (P) Professional & Vocational. Dimension: 227 x 150 x 18. Weight in Grams: 412. . 2014. New. paperback. . . . . Books ship from the US and Ireland.

Blanda. Etat : Buen estado. Etat de la jaquette : Buen estado.

Etat : Very good.

Etat : , 224pp, , mooi exemplaar. 2011, 224pp, hardcover, mooi exemplaar.

Blanda. Etat : Buen estado. Etat de la jaquette : Buen estado.

Etat : Very good.

Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Possibilities for learning about peace conceived in terms of Jonathan Lear's (2006) notion of «radical hope» are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, children's experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers' college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education.

Etat : New. In.

Etat : New.

Hardcover. Etat : FINE. Clean, unworn copy. No writing or markings. Binding is sound and tight. 269 pages. Additional info or photos on request. Ships in sturdy cardboard packaging, with tracking and insurance.

Taschenbuch. Etat : Neu. Framing Peace | Thinking about and Enacting Curriculum as 'Radical Hope' | Hans Smits (u. a.) | Taschenbuch | 290 S. | Englisch | 2014 | Peter Lang | EAN 9781433122415 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu.

Paperback. Etat : New. The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Possibilities for learning about peace conceived in terms of Jonathan Lear's (2006) notion of «radical hope» are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, children's experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers' college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education.

Paperback. Etat : new. Paperback. The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Possibilities for learning about peace conceived in terms of Jonathan Lears (2006) notion of radical hope are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, childrens experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education. In this book, educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.