Overview
This book takes a close look at places of learning located outside of schools, yet deeply concerned with the experience of the learning self. It explores what it might mean to think of pedagogy not in relation to knowledge as a ""thing made,"" but to knowledge in the making.
Full Product Details
Author: Elizabeth Ellsworth
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Dimensions:
Width: 15.20cm
, Height: 1.00cm
, Length: 22.90cm
Weight: 0.370kg
ISBN: 9780415931595
ISBN 10: 0415931592
Pages: 200
Publication Date: 16 October 2004
Audience:
College/higher education
,
General/trade
,
Tertiary & Higher Education
,
General
Format: Paperback
Publisher's Status: Active
Availability: In Print
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Reviews
In her role as a pedagogical curator, Elizabeth Ellsworth astutely takes an array of sources, which she fashions as convincing evidence in an argument that challenges our very conceptions of learning and knowledge. And like a thoughtful curator she does more than describe ensembles, or represent and interpret emergent themes. Rather, she offers a site for remaking our ideas of what we see and feel in the presence of learning. <br>-Graeme Sullivan, Art Education, Teachers College Columbia University <br> At this moment when educators and designers are rediscovering the importance of direct experience and knowledge-making, Elizabeth Ellsworth presents very important information and insights. This book is a must read for leaders in design, education, and beyond. <br>-Dorothy Dunn, Head of Education, Cooper-Hewitt National Design Museum <br>
""In her role as a pedagogical curator, Elizabeth Ellsworth astutely takes an array of sources, which she fashions as convincing evidence in an argument that challenges our very conceptions of learning and knowledge. And like a thoughtful curator she does more than describe ensembles, or represent and interpret emergent themes. Rather, she offers a site for remaking our ideas of what we see and feel in the presence of learning."" -- Graeme Sullivan, Art Education, Teachers College Columbia University ""At this moment when educators and designers are rediscovering the importance of direct experience and knowledge-making, Elizabeth Ellsworth presents very important information and insights. This book is a must read for leaders in design, education, and beyond."" -- Dorothy Dunn, Head of Education, Cooper-Hewitt National Design Museum
In her role as a pedagogical curator, Elizabeth Ellsworth astutely takes an array of sources, which she fashions as convincing evidence in an argument that challenges our very conceptions of learning and knowledge. And like a thoughtful curator she does more than describe ensembles, or represent and interpret emergent themes. Rather, she offers a site for remaking our ideas of what we see and feel in the presence of learning. -Graeme Sullivan, Art Education, Teachers College Columbia University At this moment when educators and designers are rediscovering the importance of direct experience and knowledge-making, Elizabeth Ellsworth presents very important information and insights. This book is a must read for leaders in design, education, and beyond. -Dorothy Dunn, Head of Education, Cooper-Hewitt National Design Museum
Author Information
Elizabeth Ellsworth is a member of the Core Faculty in The New School's Media Studies Program in New York City, where she teaches courses in media theory and criticism. She is author of Teaching Positions: Difference, Pedagogy and the Power of Address.
