Search results for "Comber"
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Literacy, Place, and Pedagogies of Possibility
How can teachers ensure a pedagogy of possibility underpinned by social justice, and what has literacy got to do with this? This book explores the positive synergies between critical literacy and place-conscious pedagogy. Through rich classroom research it introduces and demonstrates how a synthesis of insights from theories of space and place and literacy studies can underpin the design and enactment of culturally inclusive curriculum for diverse student communities, and illustrates how making place and space the objects of study provide productive resources for teachers to design enabling pedagogical practices that extend students’ literate repertoires. The argument is that systematic study of and engagement with specific elements of place can enable students’ academic learning and literacy.Literacy, Place, and Pedagogies of Possibility is informed by critical literacy, place-conscious pedagogy and spatial theory is richly illustrated with examples from classroom research, including teacher and student artifacts provides new directions for classroom practice in critical literacy This novel combination of multidisciplinary theory and classroom research extends previous work in critical literacy pedagogy, drawing on two decades of ethnographic and collaborative inquiry in classrooms situated in culturally and linguistically diverse classrooms.
R 2,983.86
Forces of Collaborative Creativity
Collaborative Creativity is a powerful methodology for groups that uses short bursts of creative challenges to help people go beyond rational/conscious thinking and uncover, with constructive consequences, the emotional/irrational sphere that influences behaviour. It was developed by Peter Comber specifically for the complex environment of the healthcare industry, and this how-to manual for managers of healthcare companies offers practical advice on how to employ creative processes in their sector.
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Templer and the Road to Malayan Independence
Dr Comber's account of General Templer's administration in Malaya as High Commissioner and Director of Operations (1952-54) during the Malayan Emergency departs from the usually accepted orthodox assessment of his time in Malaya by focusing on the political and socio-economic aspects of his governance rather than the military. In doing so, Dr Comber has relied mainly on primary and other first-hand sources, including the confidential reports sent from Malaya by the Australian Commission to the Australian government in Canberra, and the private papers of some of the leading Malayan politicians of the time with whom Templer had dealings which have been deposited in the ISEAS Library, Singapore, many of which have not been used before.The evidence and facts that Dr Comber marshals in this study reflect well the reservations that were often felt about General Templer's authoritarian form of government. While he was a good general and had an impressive military record, his administration in Malaya was marred by a lack of understanding of the background to Malaya's history and the subtleties that are inherent in its culture and way of life which would have enabled him to come to terms more easily with the aspirations of the Malayan people for self-government and independence.
R 1,179.44
Malaya's Secret Police 1945-60
The Malayan Emergency lasted from 1948 to 1960. During these tumultuous years, following so soon after the Japanese surrender at the end of the Second World War, the whole country was once more turned upside down and the lives of the people changed. The war against the Communist Party of Malaya's determined efforts to overthrow the Malayan government involved the whole population in one form or another. Dr Comber analyses the pivotal role of the Malayan Police's Special Branch, the governments supreme intelligence agency, in defeating the communist uprising and safeguarding the security of the country. He shows for the first time how the Special Branch was organised and how it worked in providing the security forces with political and operational intelligence. His book represents a major contribution to our understanding of the Emergency and will be of great interest to all students of Malay(si)a's recent history as well as counter-guerrilla operations. It can profitably be mined, too, to see what lessons can be learned for counterinsurgency operations in other parts of the world.
R 1,868.45
R 593.00
Scott Brownrigg: Architecture + Progression
With studios across the UK and worldwide, Scott Brownrigg is renowned for its creative, client-focused and environmentally responsible approach to architecture. This new book offers an in-depth look at the company’s evolution, its design ethos and the landmark projects that continue to push boundaries across sectors and continents.From large-scale masterplans and advanced science parks to cutting-edge workplaces and inspiring schools, the work of Scott Brownrigg reflects a unique blend of technical rigour, aesthetic sensitivity and visionary thinking. Illustrated with high-quality photography, concept sketches and detailed plans, this volume showcases the breadth and depth of the practice’s portfolio. Chief Executive Darren Comber’s introduction presents an insider’s view of the collaborative processes and multidisciplinary thinking that drive Scott Brownrigg’s work, from initial concept to completion. Essays and concise project texts explore notable buildings across a wide range of sectors: aviation, offices, interior design, business and science parks, rail, defence, education, and residential and mixed use. Each thematic chapter concludes with a ‘Future Thinking’ text that considers ways to address the complex challenges and opportunities ahead. Whether seeking to deliver urban regeneration, net-zero ambitions or future-ready infrastructure, the practice demonstrates a commitment to shaping a better built environment. Scott Brownrigg: Architecture + Progression is both a celebration of the firm’s achievements and a forward-looking vision for the future of architecture in a changing world.
R 1,596.00
Inside the Primary Classroom: 20 Years On
In the late 20th century primary education has been the subject of continuing debate with questions of standards and their apparent decline being raised with alarming regularity. Central in informing these debates has been the ORACLE study of groupwork in primary classrooms. Published during the 1980s, the study described in detail the daily life of the primary classroom, the teaching styles used by teachers and the responses of pupils. That research has now been replicated - with over two thirds of the schools originally studied being revisited, using the same tests and observation instruments. This book presents the findings of this second round of research, and documents the changes - or lack of them - in primary education and teaching practice since the late '70s.
R 11,133.27
Literacy, Place, and Pedagogies of Possibility
How can teachers ensure a pedagogy of possibility underpinned by social justice, and what has literacy got to do with this? This book explores the positive synergies between critical literacy and place-conscious pedagogy. Through rich classroom research it introduces and demonstrates how a synthesis of insights from theories of space and place and literacy studies can underpin the design and enactment of culturally inclusive curriculum for diverse student communities, and illustrates how making place and space the objects of study provide productive resources for teachers to design enabling pedagogical practices that extend students’ literate repertoires. The argument is that systematic study of and engagement with specific elements of place can enable students’ academic learning and literacy.Literacy, Place, and Pedagogies of Possibility is informed by critical literacy, place-conscious pedagogy and spatial theory is richly illustrated with examples from classroom research, including teacher and student artifacts provides new directions for classroom practice in critical literacy This novel combination of multidisciplinary theory and classroom research extends previous work in critical literacy pedagogy, drawing on two decades of ethnographic and collaborative inquiry in classrooms situated in culturally and linguistically diverse classrooms.
R 9,937.03
Negotiating Critical Literacies in Classrooms
Negotiating Critical Literacies in Classrooms brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. Each chapter represents the results of extended research on classroom practice. The authors in this collection write as teachers. The literacy classrooms they explore range from the early years of schooling, to primary and secondary education, through to community and university sites. Although the volume is organized around different levels of education, clearly overlapping themes emerge across the chapters, including identity formation and textual practices, politicizing curriculum and textbook production, and changing the power relations in classroom talk around text. An overarching theme of this collection is the belief that there is no one generic, universal critical literacy--in theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as "empowerment," "resistance," and "multiple readings." This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations. Negotiating Critical Literacies in Classrooms is appropriate as a text for courses in language and literacy education, and will be of broad interest to educational researchers, practitioners, and theorists. The practical classroom focus makes this book accessible and of interest to a wide range of teachers and an excellent resource for professional development. The international scope will appeal to a global educational readership.
R 2,842.86
Negotiating Critical Literacies in Classrooms
Negotiating Critical Literacies in Classrooms brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. Each chapter represents the results of extended research on classroom practice. The authors in this collection write as teachers. The literacy classrooms they explore range from the early years of schooling, to primary and secondary education, through to community and university sites. Although the volume is organized around different levels of education, clearly overlapping themes emerge across the chapters, including identity formation and textual practices, politicizing curriculum and textbook production, and changing the power relations in classroom talk around text. An overarching theme of this collection is the belief that there is no one generic, universal critical literacy--in theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as "empowerment," "resistance," and "multiple readings." This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations. Negotiating Critical Literacies in Classrooms is appropriate as a text for courses in language and literacy education, and will be of broad interest to educational researchers, practitioners, and theorists. The practical classroom focus makes this book accessible and of interest to a wide range of teachers and an excellent resource for professional development. The international scope will appeal to a global educational readership.
R 9,321.88
Geographical Data Science and Spatial Data Analysis
We are in an age of big data where all of our everyday interactions and transactions generate data. Much of this data is spatial – it is collected some-where – and identifying analytical insight from trends and patterns in these increasing rich digital footprints presents a number of challenges.Whilst other books describe different flavours of Data Analytics in R and other programming languages, there are none that consider Spatial Data (i.e. the location attached to data), or that consider issues of inference, linking Big Data, Geography, GIS, Mapping and Spatial Analytics. This is a ‘learning by doing’ textbook, building on the previous book by the same authors, An Introduction to R for Spatial Analysis and Mapping. It details the theoretical issues in analyses of Big Spatial Data and developing practical skills in the reader for addressing these with confidence.
R 3,119.00
