ABSTRACT
While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom. Thinking Comprehensively About Education sheds much-needed light on those systems, programs, and practices; conceptualizing education more broadly through a nuanced exploration of:
- the various spaces where education occurs;
- the non-dominant practices and possibilities of those spaces;
- the possibilities of enabling social systems, institutions, and programs of comprehensive education.
This original edited collection identifies and describes the resources that enable optimal human learning and development, and offers a public policy framework that can enable a truly comprehensive educational system. Thinking Comprehensively About Education is a must-read for faculty, students, policy analysts, and policymakers.
TABLE OF CONTENTS
chapter 1|13 pages
Introduction
part 1|61 pages
Social Systems and the Produced Spaces of Comprehensively Conceived Education
chapter 3|20 pages
Products of the revolution
chapter 4|17 pages
The ethnic system of supplementary education
part 2|36 pages
Programmatic and Institutional Production of Spaces of Comprehensively Conceived Education
part 3|69 pages
Nondominant Everyday-Spatial Practices of Comprehensively Conceived Education
chapter 9|18 pages
Theoretical analysis of resilience and identity
part 4|43 pages
Toward a Public Policy Agenda on Comprehensively Conceived Education