TY  - BOOK
AU  - Lyle,Ellyn
TI  - Re/humanizing Education
T2  - Bold Visions in Educational Research
SN  - 9789004507593
AV  - LC990 
U1  - 707 23
PY  - 2021///]
CY  - Leiden; , Boston
PB  - Brill
KW  - Art and society
KW  - Multiculturalism in art
KW  - Education
KW  - Curricula
KW  - Experiential learning
KW  - Holistic education
KW  - Individualized instruction
N1  - Includes bibliographical references and index; Preliminary Material -- Copyright page -- Foreword -- Acknowledgment -- Notes on Contributors -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 Photo Walks to Re/humanize Education -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Chapter 11 -- Chapter 12 -- Chapter 13 -- Chapter 14 -- Chapter 15 -- Chapter 16 -- Chapter 17 -- Chapter 18 -- Chapter 19 -- Chapter 20 -- Chapter 21
N2  - Teaching and learning are profoundly personal experiences, yet systems of education often prioritize agendas that alienate people rather than engage them. Reconceptualizing teaching and learning as a co-constructed praxis places individuals at the heart of education and, in so doing, regards knowledge acquisition as a process of understanding that is dynamically and personally negotiated at the intersection of self, subject, and relationality. This approach, at once pedagogical and practical, has the capacity to transform the classroom from a place of containment to one of expansiveness. Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to explore the co-curricular capacity of lived experience to re/humanize education. This is a timely project given the multiple race, health, environmental, and socio-political crises playing out on the world stage. Contributions include works by authors who explore: co-curricular inclusion of lived experience for its potential to create more equitable and representative curricula; co-curricular capacity of lived experience to advance relationality, both human and more than human; and co-curricular potential of lived experience to un/privilege the current prioritization of the quantifiable in favour of more inclusive and holistic epistemologies
UR  - http://dx.doi.org/10.1163/9789004507593
ER  -