Barndomspedagogikk?
This book is addressed to those concerned with children and the conditions of childhood — in the broadest sense. In the wake of the past 15–20 years of political zeal for action, with a focus on prevention and early intervention, it can be argued that pedagogy is losing both its footing and self-awa...
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| Autori principali: | , |
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| Natura: | Online |
| Lingua: | norvegese |
| Pubblicazione: |
Oplandske Bokforlag AS
2025
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| Soggetti: | |
| Accesso online: | https://directory.doabooks.org/handle/20.500.12854/161208 |
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| Riassunto: | This book is addressed to those concerned with children and the conditions of childhood — in the broadest sense. In the wake of the past 15–20 years of political zeal for action, with a focus on prevention and early intervention, it can be argued that pedagogy is losing both its footing and self-awareness.
As childhood has become institutionalized, so too has pedagogy as a discipline. Rather than safeguarding the intrinsic value of children and childhood within institutions, pedagogy itself has become confined by the institutional framework. There is a growing risk that pedagogy may come to be seen as an unreflective tool for political initiatives and market-defined needs. This calls for action.
Children and childhood place an ethical responsibility on all of us — especially on educators. As a discipline, pedagogy cannot evade this responsibility.
The book contains two essays in which the authors seek to renegotiate pedagogy’s self-understanding by exploring and discussing the problem of intrinsic value. |
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