Carta a una mestra. Synopsis: Published in 1967 by the Libreria Editrice Fiorentina (Italy), Letter to a teacher represents a criticism of the educational system carried out through collective writing work by the students of La Scuola di Barbiana, in the province of Florence, and by their teacher Don Lorenzo Milani.
Devaluación continua. Synopsis: This book realistically and reasonably explores the current situation of secondary education in schools and institutes in Spain, without resorting to topics. Based on his own experience as a teacher of Spanish language and literature, Andreu Navarra openly exposes the scenarios – often dramatic and not infrequently violent – that most teachers in our country face daily: demotivation, increasing indiscipline, reform plans absurd and a serious social and vital precariousness of a large part of the students. All this associated with a great collective disorientation and an unjust abandonment of youth. But beyond the complaint and the lament, sometimes even out of irony and humor, the author investigates the reasons for the enormous institutional helplessness in which teachers and students find themselves before the transcendental task of educating and educating themselves. The functional illiteracy of future citizens, the absence of critical thinking about the abuses of the system and the vacuous narcissism of social networks are outlined as a worrying political horizon against which Andreu Navarra proposes a series of responses that are both sensible and controversial, in a I try to begin to outline a reaction consistent with our democratic health.
Doughnut Economics. Seven Ways to Think Like a 21st-Century Economist. Synopsis: Discover the 7 ways of thinking about the 21st century economy, a real alternative to the growth economy. The economy does not work. It has been unable to predict, let alone prevent, the financial crises that have shaken the foundations of our societies. Their obsolete theories have allowed the existence of a world in which extreme poverty persists while the wealth of the super-rich increases year after year. And its blind spots have led to policies that are degrading the living world on a scale that entirely threatens our future.
Educación inclusiva. El sueño de una noche de verano. Synopsis: The ambition to move towards a more inclusive school education has been established as one of the great educational goals for the 21st century, as reflected in the fourth of the United Nations Sustainable Development Goals (SDGs). Although some may not realize it, this is the most challenging of the objectives faced by any educational system in the world today, since these have been built in the past and up to now maintained as exclusive systems and on the premise of a vision Dichotomous of the school population: the one that defines some students as normal and the rest as special, rare or different from the majority (…)
Educando para otro mundo posible. Por una escuela comprometida. Synopsis: We support the education that gives prominence to the student, whom we can accompany so that they authentically exercise self-criticism and act consistently. In short, an education for citizens committed to global rights and justice, in formal, non-formal and informal contexts; at school, at home and in the rest of relational fields. This book offers a conceptual system aimed at that other possible world that its authors tell us about and displays a repertoire of practical proposals to facilitate its implementation in educational centers and the different educational settings of the community.
The Handmaid’s Tale. Synopsis: Taking refuge in the alibi of Islamic terrorism, theocratic politicians seize power and, as a first step, they suppress press freedom and women’s rights. This haunting and dark plot, which could well be found in any current work, actually belongs to this novel written by Margaret Atwood in the early eighties, in which the famous Canadian author anticipated with striking premonition a latent threat in the world of today.
The Future of the Curriculum : School Knowledge in the Digital Age. Synopsis: This book analyzes in depth the main curricular innovations that are taking place as a consequence of the development of new ideas about digital media and learning. Although these new ideas have become an important area for educational research, little attention has been paid to the practical and conceptual implications for the school curriculum. Thus, Ben Williamson examines here a series of contemporary curriculum innovations in the United States, United Kingdom, and Australia that reflect the social and technological changes of the digital age. Each of these innovations represents a certain way of understanding the past and at the same time promotes a particular vision of the future. These curricular initiatives are examples of what Williamson calls “centrifugal schooling,” which expresses a vision of education and learning that is decentralized, distributed, and dispersed, with an emphasis on networks and connections (…)
Nuance. Synopsis: In Nuance, Michael Fullan shows in an impressive way the best of himself: the ability to clearly show leaders what their role is and how to perform it. The contexts of people, the moment and the place are fundamental factors of change management and, in the book, Fullan reveals the subtlety of nuance, an unavoidable bed companion of the trial and without which every leader is bound to disaster. Any sensible leader should obtain a copy of the book for each of the leaders of his educational center and one for himself.
The philosopher child and art. Synopsis: The philosopher child and art is the second installment of Jordi Nomen’s library of philosophy for children. On this occasion, he traces the bridges between philosophy and art with the aim of promoting the development of creative thinking and aesthetic sensitivity in childhood. The book, useful both at home and at school, is divided into a first theoretical part and a second practical part that contains activities based on musical, plastic, literary and photographic resources to carry out with children. Jordi Nomen’s pedagogical work has been recognized with several awards, and his book, already translated into several languages, has established him as a benchmark in the field of philosophy for children.
Esperando no se sabe qué. Sobre el oficio del profesor. Synopsis: A tribute to the professors and the professors who, against all odds, continue to do their job well and build dikes in schools, institutes and public universities so that the world does not fall apart and the soil on which children and young people do not grow Be entirely hostile. Hoping it is not known what a book that loves, dignifies and defends the noble and millenary profession of teacher and, therefore, is written against the current of the transformation of the school into a company; of the conversion of teachers into emotional managers and classroom animators; of the educational program of cognitive capitalism, that which is based on learning to learn, in competencies and in multiple intelligences (…)
The Shock Doctrine. Synopsis: The shock doctrine is the unofficial story of the free market. From Chile to Russia, from South Africa to Canada, the implementation of the free market responds to a social and economic engineering program that Naomi Klein identifies as “disaster capitalism.” After a four-year investigation, Klein explores the myth that the market Free and global it triumphed democratically, and that unrestricted capitalism goes hand in hand with democracy. On the contrary, Klein maintains that this capitalism constantly uses violence, shock, and exposes the threads that move the puppets after the most critical events of the last four decades. Klein demonstrates that capitalism constantly uses violence, terrorism against the individual and society.
La formación de docentes en América Latina. Perspectivas, enfoques y concepciones críticas. Synopsis: The book focuses on analysis of training from research. Highlight the relationship that the group establishes between teacher training and critical thinking, since there is a tendency to consider this type of training from the perspective of what it should be. The training of teachers is seen from normative or prescriptive models, which causes an emptying of its complexity and closes off the possibility of recognizing training in its various aspects (pedagogical, didactic, ontological, ethical, etc.) and teachers in their multiple spaces of construction of meanings: the region, the locality or the neighborhood, as scenarios where their experience, practice and knowledge unfold.
La gestión del aula. Synopsis: This book reinforces teacher training in aspects often forgotten, and discovered in daily practice. Starting from real situations, lived daily in the classrooms, each chapter contributes to reinforcing the personal and professional satisfaction and well-being of those who dedicate themselves to this task of education. How? Discovering that the classroom climate is not given, and that it must be built by the students and teachers; checking the key and fundamental role of interpersonal relationships in the teaching-learning process; taking into account the importance of inclusive and participatory norms; experiencing the strength and presence of emotions and everything that determines the motivation of students (…)
La infancia que queremos. Synopsis: “Poverty in Spain has the face of a child” have been titled by numerous journalists since the publication of a report in 2008 that revealed the high rates of child poverty in our country. This fact, therefore, is not new. The economic crisis has aggravated the vulnerability of children in Spain, but the anomalous situation in our country has been denounced for more than a decade by international reports, social entities and specialists in research on inequality. The risk of poverty rate, the most used indicator in the measurement of this problem, was 28.3% in 2017, one of the highest figures in the European Union, only below Bulgaria (29.2%) and Romania (32.2%). For many years, this has been invisible evidence; and not precisely because of the lack of figures to show the contours and the magnitude of the problem (…)
La moda reaccionaria en educación. Synopsis: In the middle of the twenty-first century after Christ, there are those who would like to reimplant corporal punishment in schools, or for girls to go to schools for girls only and boys to schools for boys only; There are also those who believe (or say they believe) that if all the schoolboys were in class dressed in uniform, social classes would end; others defend, as crusaders, that the grade obtained in school “catechesis” is worth the same as those of subjects such as mathematics, language or natural sciences. It seems a lie, but it is true. Of these and other pedagogical antiguallas, defended by the usual carcundia but lately also by even famous people and powerful groups, critically treats this book.
The organization of work, key to all differentiated pedagogy. Synopsis: There is much talk about reducing inequalities but nothing convincing is done about it. When the privileged are grouped in some schools and the disadvantaged in others, it is necessary to articulate the differentiated pedagogy in the class and the logic of support for an entire school, or even a “priority education area”. Differentiated pedagogy implies a profound evolution of the educational system, a new work organization that, in turn, requires another way of exercising against the profession and, therefore, a more specialized training of teachers in didactics, in evaluation, in heterogeneity management, but also a development of collective skills at the level of teams and schools.
Las paradojas de la innovación educativa. Synopsis: The school is transformed because society is transformed. If the school changes, it is because the students change and their way of learning. Everything happens in such a fast way that, very often, education goes behind. For some time now we have lived not in a time of change, but in a change of time. In the world of education, changing the school to respond to new challenges becomes an imperative. In recent years, educational innovation has emerged strongly in speeches and collective imaginary. There are also a series of contradictions and interests around innovation and school, which are not always explicit and must be disclosed. To make it possible, the first step is to avoid simplification. The paradoxes of educational innovation make a necessary contribution to innovation, from knowledge and rigorous analysis, with an international vision and with the intention of enriching both its debate and understanding and its relationship with the improvement of educational practice.
Manual de guerrilla urbana. Synopsis: Dear girls and dear boys: «My first objective is to make your rights known to you, especially those that make you citizens. The second, help you to protest: for example, when we do not listen to your proposals, when we do not leave you free time to play, when we do not allow you to leave home alone to go to school or to play with your friends; or also to do it before the city authorities, when they care more about cars and traffic than about children and their rights ». Dear adult colleagues: I am convinced that if adults recognize our mistakes and help our children and students to protest, their esteem and their love for us will increase.
Otras formas de aprender. Synopsis: “Why do we put children in a classroom and make them stay in it for twelve years talking to a person when that will not happen again in their entire lives? It does not make any sense”. This is one of the many testimonies that the author gathers that, after a not very satisfactory teaching experience, he undertook a trip around the world to explore what works in education and what does not – this is the subtitle of the book – talking with people linked to the world of science, business, economics, technology, medicine and, of course, education, confirming the divorce that exists between the progress of the world and the entrenchment of the school in obsolete traditional models.
Políticas educativas en un mundo global. Synopsis: Social justice in education is being questioned by global policies that have considered the management of experts and economic utility over social ends and common welfare. In a neoliberal context, educational systems become competing companies in which knowledge involves an economic investment and preparation for the world of work. Are the educational models exhausted? Is it still possible for a school to worry about achieving equity, critical thinking and freedom of conscience? This book faces the approaches of global educational policies and reforms whose objective is the profitability, effectiveness and control of education with a collective and democratic project to educate citizens from a republican conception, with political and civic equality.
Políticas educativas y construcción de personalidades neoliberales y neocolonialistas. Sinopsis: ¡School classrooms are privileged spaces to build our interpretations of reality, to open our imaginary and to glimpse other possibilities. This socio-historically constructed “common sense” makes evident what can and could be done, as well as what should be done; and, simultaneously, it makes illogical, irrational or impossible impossible other alternatives that are certainly possible and real. In this work, the functions that the educational system performs at each historical moment are made visible, and the tasks assigned to the educational policies that are legislated and the reforms that governments carry out to reconfigure a specific type of citizenship are analyzed, a type of personalities consistent with the ideal of society that the ruling elites endorse (…)
Quiéreme cuando menos me lo merezca… porque es cuando más lo necesito. Synopsis: This book tells us about the main educational uncertainties that we usually have both parents and teachers regarding overprotection, the role of school, emotional balance and understanding of society. Try to summarize criteria and reflect to help us live actively and positively with our teenagers. A book that, without wanting to teach, inspires us and allows us to hear its true voice.
Totto-Chan. The Little Girl at the Window. Synopsis: The book is an autobiographical memoir written by Japanese television personality and UNICEF Goodwill Ambassador Tetsuko Kuroyanagi and is about the values of unconventional education that Kuroyanagi received at Tomoe Gakuen, a Tokyo primary school founded by the educator Sosaku Kobayashi during World War II.