front cover of Karl Popper, Science and Enlightenment
Karl Popper, Science and Enlightenment
Nicholas Maxwell
University College London, 2017
Could science, if properly understood, provide us with the methodological key to the salvation of humanity? That is a chief question coursing through the works of Karl Popper, who famously maintained that science cannot verify theories but only refute them, thereby bringing about progress. Nicholas Maxwell’s new book disputes this line of argument. By proposing a new conception of scientific methodology on disunified theories—which can be applied to all worthwhile human endeavours with problematic aims—this book calls for a new revolution in inquiry to help humanity advance towards a more civilized and enlightened world. 
 
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front cover of Key Concepts in Public Archaeology
Key Concepts in Public Archaeology
Edited by Gabriel Moshenska
University College London, 2017
This book presents an overview of the key concepts in public archaeology—a field that examines the relationship between archaeology and the public—and seeks to clarify the discipline by adopting a socially and politically engaged vision. The individual chapters introduce the themes, theories, and controversies that connect archaeology to society by providing case studies that survey the trade in illicit antiquities and how digital media are used to promote public engagement with the field. Written for both students and practitioners alike, the book also will be an essential resource for pointing readers to further scholarship.
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front cover of Knowing History in Schools
Knowing History in Schools
Powerful Knowledge and the Powers of Knowledge
Edited by Arthur Chapman
University College London, 2021
A dialogue among leading figures in history education research and practice.

The “knowledge turn” in curriculum studies has drawn attention to the central role that the knowledge of the disciplines plays in education and the need for fresh perspectives on knowledge-building. Knowing History in Schools explores these issues in the context of the discipline of history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. Focusing on Young’s “powerful knowledge” theorization of the curriculum, and on his more recent articulations of the “powers” of knowledge, this dialogue explores the many complexities facing history education. The book attempts to clarify how educators can best conceptualize knowledge-building in history education, and it will be of interest to history education students, history teachers, teacher educators, and history curriculum designers, as they navigate the challenges that knowledge-building processes pose for learning history in schools.
 
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front cover of Knowledge, Policy and Practice in Education and the Struggle for Social Justice
Knowledge, Policy and Practice in Education and the Struggle for Social Justice
Essays Inspired by the Work of Geoff Whitty
Edited by Andrew Brown and Emma Wisby
University College London, 2020
For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London. The essays in this volume - written by some of the most influential authors in the sociology of education and critical policy studies - take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy, and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. The essays open windows on life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice, and research that they continue to reveal and challenge in pursuit of social justice.
 
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front cover of Knowledge Sovereignty Among African Cattle Herders
Knowledge Sovereignty Among African Cattle Herders
Zeremariam Fre
University College London, 2018
Beni-Amer cattle owners in the western part of the Horn of Africa are not only masters in cattle breeding, they are also knowledge sovereign, in terms of owning productive genes of cattle and the cognitive knowledge base crucial to sustainable development. The strong bonds between the Beni-Amer, their animals, and their environment constitute the basis of their ways of knowing, and much of their knowledge system is built on experience and embedded in their cultural practices.

In this book, the first to study Beni-Amer practices, Zeremariam Fre argues for the importance of their knowledge, challenging the preconceptions that regard it as untrustworthy when compared to scientific knowledge from more developed regions. Empirical evidence suggests that there is much one could learn from the other, since elements of pastoralist technology, such as those related to animal production and husbandry, make a direct contribution to our knowledge of livestock production. It is this potential for hybridization, as well as the resilience of the herders, at the core of the indigenous knowledge system.

Fre also argues that indigenous knowledge can be viewed as a stand-alone science, and that a community’s rights over ownership should be defended by government officials, development planners and policy makers, making the case for a celebration of the knowledge sovereignty of pastoralist communities
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