contents: introduction • Pierre Bourdieu – life • habitus • field • capital • exploring reproduction • developing practice • conclusion • references and further reading • acknowledgements • how to cite this piece Pierre Bourdieu’s exploration of how the social order is reproduced, and inequality persists across generations, is more pertinent than ever. We examine some …
Category archives: Informal Jewish education
Martin Buber on education
Martin Buber on education. Buber’s focus on dialogue and community would alone mark him out as an important thinker for educators. But when this is added to his fundamental concern with encounter and how we are with each other (and the world) his contribution is unique and yet often unrecognized. contents: life · i-you, i-it …
Jean Lave, Etienne Wenger and communities of practice
Jean Lave, Etiene Wenger and communities of practice. The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considerable value when thinking about working with groups. In this article …
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Dialogue and conversation for learning, education and change
Dialogue and conversation for learning, education and change. ‘Dialogue’, Freire says, ‘is the encounter between men, mediated by the world, in order to name the world’. Here we explore this idea – and its roots. Contents: introduction · Gadamer – horizons of understanding · emotions and virtues · Habermas: dialogue, power and distortion · Bohm on …
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Globalization and the incorporation of education
Globalization and the incorporation of education. Here we draw out some of the profound implications of globalization for education and the work of educators. As part of this we also look at some of the issues surrounding the increased presence of corporations and branding in education. Contents: introduction · globalization, commodification and the corporate takeover …
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What is a group?
What is a group? How are we to approach groups? In this article we review the development of theory about groups. We look at some different definitions of groups, and some of the key dimensions to bear in mind when thinking about them. contents: introduction · the development of thinking about groups · defining ‘group’ …
Basil Henriques and boys’ club work
Basil Henriques and boys’ club work. Basil Henriques’ exploration of boys’ club work provided several generations of workers with a framework for practice. We examine his vision and his contribution to youth work. Contents: introduction · · conclusion · further reading and references · links · how to cite this article Basil Lucs Quixano Henriques …
Informal and non-formal education, colonialism and development
Informal and non-formal education, colonialism and development. The place of informal and non-formal education in development – the experience of the south. Contents: introduction · the indebted south · education in the south · the question of colonialism · non-formal and informal programmes · literacy programmes · conclusion: informal and non-formal education and development · …
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Informal Jewish education
A set of pages exploring informal Jewish education Featured: Marie Paneth – Branch Street, The Windemere Children, art and pedagogy. Paneth was a talented painter, art therapist and pedagogue. Her book, Branch Street (1944) is a classic exploration of community-based work with children during the Second World War – and the healing use she made …
The philosophy of informal Jewish education
Barry Chazan explores the meaning of informal Jewish education and examines its significance for contemporary Jewish life. He argues that informal Jewish education is not confined to a place or a methodology but rather is a well-defined philosophy of how people should be educated, what the goals of Jewish education are, and what its contents …
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A response to Barry Chazan: the philosophy of informal Jewish education
Joseph Reimer raises some important questions about Barry Chazan’s important exploration of informal Jewish education. contents: introduction · back to dewey: experience and education · conclusion · how to cite this article Barry Chazan has taken the lead over the past decade in articulating a coherent definition of the domain of informal Jewish education. For …
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The Passover seder service as a paradigm for informal Jewish education
In this article Daniel Rose presents the Passover Seder service, commemorating the Exodus of the Israelites from Egypt, celebrated by Jews all around the world every year on the first night of the Passover festival, as a paradigm for experiential Jewish education, specifically found in informal Jewish education settings. contents: introduction – jewish experiential education …
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Informal learning: theory, practice and experience
Informal learning: theory, practice and experience. In recent years a number of researchers and policy pundits have rediscovered ‘informal learning’. But is there really such a thing? We explore the theory and practice of ‘informal learning’ contents: introduction · informal learning · non-formal learning · tacit knowledge · situated and distributed learning · informal education …
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The world of the Jewish youth movement
San Francisco Jewish Contemporary Museum reflected in hotel windows across plaza sswj | flickr CC BY-NC-ND 2.0 In this article Daniel Rose presents the history and background of international Jewish youth movements and the methods and frameworks of informal education they employ. contents: introduction · informal jewish education · youth movements vs. youth clubs · …
Classical models of managerial leadership: trait, behavioural, contingency and transformational theory
What is leadership? Here Michele Erina Doyle and Mark K. Smith explore some of the classical models of leadership. In particular they look at earlier approaches to studying the area via the notions of traits and behaviours, and to what has become known as contingency theory. From there they turn to more recent, ‘transformational’ theories …
Shared leadership
Shared leadership. Leadership can be explored as a social process – something that happens between people. It is not so much what leaders do, as something that arises out of social relationships. As such it does not depend on one person, but on how people act together to make sense of the situations that face …
Lily Montagu, girl’s work and youth work
Lily Montagu, girl’s work and youth work. Lily Montagu (1873-1963) was one of the founders of the National Organization of Girls Clubs (now Youth Clubs UK) and a key figure in the development of Jewish youth work. A short biography prepared by Jean Spence. Lily Montagu, (1873-1963), belonged to a wealthy and well connected Anglo-Jewish …
What is non-formal education?
What is non-formal education? Within policy debates a common differentiation has been made between different forms of provision. Informal, non-formal, and formal programmes have been viewed as very different. Here we explore this categorization and some of the forms of work that exist under the non-formal label in southern countries. Contents: introduction · the idea …
Marie Paneth: Branch Street, the Windemere children, art and pedagogy
Marie Paneth (1895-1986) was a talented painter, art therapist and pedagogue. Her book, Branch Street, is a classic examination of community-based work with children. In this piece, Mark K Smith explores her work and continuing relevance. Contents: introduction • early life and family • New York • London and Branch Street • The Windemere Children and …
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The potential of role-model education
The potential of role-model education. In this article Daniel Rose examines the role and potential of the educator as a role-model within both formal and informal education. contents: introduction · the influence of the role model on moral identity · role model education and informal education · role-model education as a basis for mentoring · …