標(biāo)題: Titlebook: Global Perspectives on Dialogue in the Classroom; Cultivating Inclusiv Ashmi Desai,Hoa N. Nguyen Book 2021 The Editor(s) (if applicable) an [打印本頁] 作者: charity 時(shí)間: 2025-3-21 20:08
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書目名稱Global Perspectives on Dialogue in the Classroom讀者反饋學(xué)科排名
作者: 薄荷醇 時(shí)間: 2025-3-21 21:09 作者: insecticide 時(shí)間: 2025-3-22 02:10
, and practitioners of dialogue.Includes online resources fo.This book explores globally-informed, culturally-rooted approaches to dialogue in the classroom. It seeks to fill gaps in communication and education literature related to decolonizing dialogue and breaking binaries by decentering Eurocent作者: chalice 時(shí)間: 2025-3-22 07:37 作者: FLIP 時(shí)間: 2025-3-22 08:47
Cuffbedingte Sch?digungen der Trachea implications in the context of interreligious and interethnic conflict. The chapter will utilize the experience of the author in leading many dialogue groups in the Middle East and South Asia regions between 2013 and 2019.作者: RACE 時(shí)間: 2025-3-22 14:49 作者: RACE 時(shí)間: 2025-3-22 18:20 作者: 詩集 時(shí)間: 2025-3-23 00:39
https://doi.org/10.1007/978-1-4612-3522-4stence.’ In establishing a platform for dialogue, we believed that by solving for the participants’ disempowering experiences, we would host a compelling, effective, and fruitful dialogue that would generate grammars for Black queers to articulate their experiences.作者: 輕信 時(shí)間: 2025-3-23 05:24
https://doi.org/10.1007/978-3-540-35320-1logic educators’ insights on shifting course midstream, recalibrating previously planned courses, and conceiving entirely new offerings. The final essay weaves themes across the three essays and identifies underlying factors that inform pivoting to newer forms of learning and delivery of dialogic education.作者: Anal-Canal 時(shí)間: 2025-3-23 06:32 作者: GOAD 時(shí)間: 2025-3-23 11:15 作者: 反復(fù)無常 時(shí)間: 2025-3-23 16:27 作者: nascent 時(shí)間: 2025-3-23 22:06 作者: 變白 時(shí)間: 2025-3-24 01:38 作者: installment 時(shí)間: 2025-3-24 03:27
Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groupsstence.’ In establishing a platform for dialogue, we believed that by solving for the participants’ disempowering experiences, we would host a compelling, effective, and fruitful dialogue that would generate grammars for Black queers to articulate their experiences.作者: 準(zhǔn)則 時(shí)間: 2025-3-24 07:49
Dialogic Learning in the Time of a Global Pandemic and Beyondlogic educators’ insights on shifting course midstream, recalibrating previously planned courses, and conceiving entirely new offerings. The final essay weaves themes across the three essays and identifies underlying factors that inform pivoting to newer forms of learning and delivery of dialogic education.作者: 過分自信 時(shí)間: 2025-3-24 12:05
Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in Dialogueare enduring and critical prospective reflections, including rethinking a global context, calling for coalitions, and honoring silence and the unspoken in dialogue. Finally, we highlight the notion of living dialogically and the possibilities and challenges of dialogue for catalyzing social change.作者: 使乳化 時(shí)間: 2025-3-24 18:02 作者: VOC 時(shí)間: 2025-3-24 21:17
Intuitive Knowing as Spiritual Experience in the social sciences and neurosciences, to transform dialogues across differences. We conclude with an articulation of multi-layered spaces and practices for social healing–centered engagement in classroom dialogues.作者: 潛伏期 時(shí)間: 2025-3-24 23:15
Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation in the social sciences and neurosciences, to transform dialogues across differences. We conclude with an articulation of multi-layered spaces and practices for social healing–centered engagement in classroom dialogues.作者: ALIEN 時(shí)間: 2025-3-25 04:40
,Kognitive-Ph?nomenologie-Debatte,emic; provide beginning descriptions of inclusion, intersectionality, and authenticity; distinguish dialogue from other practices; and discuss times in which dialogue may not be possible. Finally, we conclude with an overview of each chapter contribution in this book.作者: Esalate 時(shí)間: 2025-3-25 08:35
,Konsequenzen für das Innovationsmanagement, and belonging in the class. Second, building dialogic relationships might require simultaneously cracking and subverting power relations surrounding educator and student. Lastly, if one ever learns from a religious community, (dialogic) relationship, which takes commitment in time, precedes dialogue.作者: EPT 時(shí)間: 2025-3-25 12:18 作者: 灰心喪氣 時(shí)間: 2025-3-25 18:43 作者: FECK 時(shí)間: 2025-3-25 20:35
https://doi.org/10.1007/978-3-540-35334-8rtainty and curiosity about their beliefs and others. Through structured dialogue, students experience how beliefs are shaped by one’s social world and how they would have evolved to hold different beliefs had they been born into a different social world.作者: 相信 時(shí)間: 2025-3-26 01:42
Introduction: Beyond Borders, Labels, and Dividesemic; provide beginning descriptions of inclusion, intersectionality, and authenticity; distinguish dialogue from other practices; and discuss times in which dialogue may not be possible. Finally, we conclude with an overview of each chapter contribution in this book.作者: TIA742 時(shí)間: 2025-3-26 06:04 作者: 合并 時(shí)間: 2025-3-26 12:25
Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Oth approach for dialogue. We share useful tools that bridge disconnection through contemplative practices, such as mindful nature contact and reflective dialogue, to make reconnecting with nature and each other accessible and transformative.作者: gene-therapy 時(shí)間: 2025-3-26 13:45
Relationality as a Way of Being: A Pedagogy of Classroom Conversationsces to inform this relational pedagogical perspective that emphasizes a sense of community, unity, and mutual responsibility, while concurrently holding consciousness to larger contextual issues and power dynamics.作者: exquisite 時(shí)間: 2025-3-26 16:59
Dialogue and Systems Theory: Teaching Public Conversations in Family Therapyrtainty and curiosity about their beliefs and others. Through structured dialogue, students experience how beliefs are shaped by one’s social world and how they would have evolved to hold different beliefs had they been born into a different social world.作者: 熒光 時(shí)間: 2025-3-26 23:54
Ashmi Desai,Hoa N. NguyenExplores the use of dialogue from globally (non-western) prevalent frameworks.Offers a diverse range of perspectives from teachers, scholars, and practitioners of dialogue.Includes online resources fo作者: seruting 時(shí)間: 2025-3-27 02:40
978-3-030-89045-2The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 開頭 時(shí)間: 2025-3-27 08:06
https://doi.org/10.1007/978-3-030-89043-8classroom practices; decolonizing education; Native American Healing Circles; Eco-Dialogue; Bible Circle作者: Override 時(shí)間: 2025-3-27 10:05
Introduction: Beyond Borders, Labels, and Dividess become increasingly difficult to engage classroom conversations on seemingly open topics without labeling, assuming, or being pulled into positions that stymie openness, curiosity, and critical thinking. This book explores the use of globally informed, culturally rooted approaches to dialogue in t作者: impaction 時(shí)間: 2025-3-27 16:50 作者: Facilities 時(shí)間: 2025-3-27 21:40 作者: patriot 時(shí)間: 2025-3-28 01:49
Harmony: Essence and Applications to Dialoguel of meanings and wisdoms, and in Western societies, harmony is often watered-down and stripped of its complexities. In this chapter, I contextualize the usage of social harmony in modern times, by examining the wisdoms of Confucius, Laozi, and Buddha, philosophers who touched the psyche of the Chin作者: inspiration 時(shí)間: 2025-3-28 05:58
Not Transition, But Translation: A Dialogic Approach to ‘Differences’ in a Korean Diasporic Evangeliout of a Korean diasporic church based in Boulder in the United States. Self-deprecating humor, disrupting seniority built in Korean language, and sharing food, chat, and time are presented as the ways to initiate the dialogic relationships. ?This chapter provides a few implications for the classroo作者: 不知疲倦 時(shí)間: 2025-3-28 09:19
Los Seis de Boulder Sculpture Project: A Reflection on Dialogue and Community Building Through Art-Mrating dialogue around the silenced history of the six Chicanx activists who were killed in Colorado in May 1974. The disarray and fragmentation of this history were caused by the initial trauma and persistent institutional silencing. To work against this silencing, family, friends, students, alumni作者: 不幸的人 時(shí)間: 2025-3-28 13:09
Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groups rending opportunities for effective dialogue. Intersections of Black and queer people are some of the most disenfranchised peoples in South Africa today. On 29 June 2019, Open Book Festival, in collaboration with the Nelson Mandela Foundation, hosted a workshop titled ‘Writing Black Queers into Exi作者: Range-Of-Motion 時(shí)間: 2025-3-28 15:31
Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation conflict and social change. The IGD foci are aligned with goals of social justice education that highlight unequal power relations of domination and subordination to inform visions and practices of social justice. IGD, however, has not been conceptualized as a vehicle for social healing—a weaving o作者: Redundant 時(shí)間: 2025-3-28 19:40
Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Oths on empathy and connection with each other and our ecosystem. Millennia-old wisdom is found within various communities by way of Indigenous knowledge and spiritual traditions. We explore historical shifts that help explain the factors that foster the current chronic disconnection from ourselves, ea作者: Resection 時(shí)間: 2025-3-28 23:26
Dialogic Learning in the Time of a Global Pandemic and Beyond what this historic moment means for dialogue educators now and in the future. This chapter is a collection of reflections from diverse educators on the opportunities and challenges arising out of moving from mostly in-person, on-site learning to virtual learning. The first three essays focus on dia作者: 半身雕像 時(shí)間: 2025-3-29 07:07
Relationality as a Way of Being: A Pedagogy of Classroom Conversationsic lens. As couple and family therapy educators, we have found that this alone often stymies possibilities for growth and change. In this chapter, we explore how a collectivist and poststructuralist view of power informs pedagogical practices that enable us to facilitate social justice dialogues in 作者: 浪蕩子 時(shí)間: 2025-3-29 09:30
Dialogue and Systems Theory: Teaching Public Conversations in Family Therapyopics and shift relationships between individuals across polarized positions. In this chapter, we describe the application of PCP dialogue in a master’s-level family therapy program at Valdosta State University. Systems theory serves as a theoretical framework for dialogue, and the notion that stude作者: AGGER 時(shí)間: 2025-3-29 15:11
Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in Dialogueizing the interconnections between inclusion, intersectionality, and authenticity, as well as the key themes that emerged from the book—power disruption, relational work, and in-betweenness—in the global sphere of dialogue?for education. We also discuss limitations and impediments to dialogue and sh作者: 兇猛 時(shí)間: 2025-3-29 17:21
,Kognitive-Ph?nomenologie-Debatte,s become increasingly difficult to engage classroom conversations on seemingly open topics without labeling, assuming, or being pulled into positions that stymie openness, curiosity, and critical thinking. This book explores the use of globally informed, culturally rooted approaches to dialogue in t作者: 偽善 時(shí)間: 2025-3-29 20:51 作者: cardiovascular 時(shí)間: 2025-3-30 03:04 作者: FICE 時(shí)間: 2025-3-30 04:19
https://doi.org/10.1007/978-3-322-81298-8l of meanings and wisdoms, and in Western societies, harmony is often watered-down and stripped of its complexities. In this chapter, I contextualize the usage of social harmony in modern times, by examining the wisdoms of Confucius, Laozi, and Buddha, philosophers who touched the psyche of the Chin作者: paroxysm 時(shí)間: 2025-3-30 09:20 作者: 憤怒歷史 時(shí)間: 2025-3-30 13:44 作者: neuron 時(shí)間: 2025-3-30 20:15 作者: 招人嫉妒 時(shí)間: 2025-3-30 23:54 作者: Pelago 時(shí)間: 2025-3-31 00:55 作者: 植物學(xué) 時(shí)間: 2025-3-31 05:15
https://doi.org/10.1007/978-3-540-35320-1 what this historic moment means for dialogue educators now and in the future. This chapter is a collection of reflections from diverse educators on the opportunities and challenges arising out of moving from mostly in-person, on-site learning to virtual learning. The first three essays focus on dia作者: 露天歷史劇 時(shí)間: 2025-3-31 13:13
https://doi.org/10.1007/978-3-540-35325-6ic lens. As couple and family therapy educators, we have found that this alone often stymies possibilities for growth and change. In this chapter, we explore how a collectivist and poststructuralist view of power informs pedagogical practices that enable us to facilitate social justice dialogues in
