Bücher von Yusef Waghid

The authors highlight what specifically motivates their pedagogical affirmations and orientations, analyse why they are concerned with social justice education, and what they envisage the alternative futures of higher education to be - that is, futures in which discrimination, oppression, violence and inequality are waning or have been eradicated.

A Reader in Philosophy of Education attempts to deepen and widen the philosophical thinking of its readership in and about education. At the same time, it encourages an epistemologically rich understanding of education that is infused with different philosophies of education.

Notions of 'the teacher' live in the ideas and practices of curriculum and policies; teachers are teachers because they teach. Yet, it matters who teachers are - no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become.

This book examines African philosophy of education and the enactment of ubuntu justice through a massive open online course on Teaching for Change.

It argues that by opening up educational encounters to allow for 'dissent' - that is, disagreement, criticism and open dialogue - our everyday social life experiences and relationships would flourish, and potentially allow for a more peaceful and harmonious co-existence alongside those with whom we disagree.

This book advances a re-imagined view of caring in higher education. This book will be of interest and value to students and scholars of caring within education, as well as Ubuntu caring through the African context.

This book draws upon ethical dimensions of Muslim education as a means through which to address contemporary issues, such as social and societal conflicts, exclusion and marginalisation, and violence.

This book examines African philosophy of education and the enactment of ubuntu justice through a massive open online course on Teaching for Change.

Education, Assessment, and the Desire for Dissonance aims to address the contentious practice of assessment in schools and universities within a poststructuralist educational paradigm.

Nuraan Davids and Yusef Waghid teach philosophy of education to students, who are completing a post-graduate certificate in education (PGCE) in order to qualify as teachers. They make the argument that philosophy and education are intertwined as action concepts with the potential to affect teacher education practices. Philosophy and Education as Action: Implications for Teacher Education endeavors to clarify pertinent philosophical concepts in education and look at how these concepts impact teaching, learning, and management as classroom practices. Through the philosophical concepts of epistm (knowledge), phronesis (practical reasoning), praxis (productive action), paideia (education), parhessia (free speech), techn (craft or art), dialogos (deliberative engagement), philia (love and friendship), kosmopolitis (cosmopolitanism), and dinamis (potentiality), students can come to speech through a philosophical discourse situated in educational studies.

Conceptions of Islamic Education