First Published in 1995. This innovative series is an ideal means of supporting professional practice in the post-Dearing era, when a new focus on the quality of teaching and learning is possible. The series promotes reflective teaching and active forms of pupil learning. The books explore the implications of these commitments for curriculum and curriculum-related issues. This book has emerged out of the collective experience of six colleagues who work together at the Faculty of Education of the University of the West of England, in Bristol. The twin strands here are a social constructivist model of learning and a reflective teaching model of pedagogy. Through reflecting on our experiences and evaluating their intentions, practices and outcomes, not only do we learn, but we also enrich the learning of those children, pupils and students with whom we are working.
Autorentext
Don Kimber, Nick Clough, Martin Forrest, Penelope Harnett, Ian Menter and Elizabeth Newman; all University of the West of England, in Bristol.
Zusammenfassung
This book explores the political process behind the construction of cyber-threats as one of the quintessential security threats of modern times in the US.Myriam Dunn Cavelty posits that cyber-threats are definable by their unsubstantiated nature. Despite this, they have been propelled to the forefront of the political agenda. Using an innovative theoretical approach, this book examines how, under what conditions, by whom, for what reasons, and with what impact cyber-threats have been moved on to the political agenda. In particular, it analyses how governments have used threat frames, specific interpretive schemata about what counts as a threat or risk and how to respond to this threat. By approaching this subject from a security studies angle, this book closes a gap between practical and theoretical academic approaches. It also contributes to the more general debate about changing practices of national security and their implications for the international community.
Inhalt
Chapter 1 Exploring Humanities in the Primary Curriculum; Chapter 2 Roots and Traditions; Chapter 3 People and Place; Chapter 4 Stories, Values and the Challenges of Religious Education; Chapter 5 Environmental Education; Chapter 6 Education for Citizenship in a Changing World; Chapter 7 European Dimensions; Chapter 8 Staged Events and Experiential Learning; Chapter 9 Humanities in the Primary Classroom - The Role of the Teacher; Chapter 10 Conclusion;