04170nam a22004215i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050002100153072001600174072002300190072001500213245017200228250001800400264007200418300004400490336002600534337002600560338003600586347002400622505026100646520237500907650001403282650002603296650001403322650002403336700008103360700009303441710003403534773002603568776003603594776003603630776003603666856004603702978-981-97-8768-5DE-He21320251030113251.0cr nn 008mamaa241029s2024    si |    s    |||| 0|eng d  a97898197876857 a10.1007/978-981-97-8768-52doi 4aLB1024.2-1050.75 7aJNT2bicssc 7aEDU0000002bisacsh 7aJNT2thema10aPedagogy of Space and The Global Southh[electronic resource] :bA Machine-Generated Literature Overview /cedited by Dishari Chattaraj, Arya Parakkate Vijayaraghavan.  a1st ed. 2024. 1aSingapore :bSpringer Nature Singapore :bImprint: Springer,c2024.  aXVII, 353 p. 1 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 a1. Pedagogy of Space in The Global South: An Overview -- 2. Space and Critical Pedagogies -- 3. Place and Space in Education -- 4. Public Pedagogies and Practices -- 5. Digital spaces and pedagogical mapping -- 6. Indigenous Place-making and Ecopedagogies.  aThis book presents a machine-generated review on various works related to pedagogy and space, especially relevant to the context of the Global South, from selected papers published by Springer Nature, then organized with an editor-written introduction to each chapter. It maps conceptual engagements on space across disciplines, synthesizing emerging pedagogies, cultural movements, and spatial politics. By foregrounding spatial questions in pedagogy, it approaches pedagogy as a social and cultural practice, beyond the confines of institutionalized spaces, attempting to blur the boundaries between scholarship and activism. It is a reference point for understanding curriculum designs and developments, sustainable, multicultural, inclusive, and eco-conscious educational practices, and community engagement models in education. It initiates deliberations on various ways in which academicians, practitioners, geographers, cartographers, students, community actors, and activists as a collective can rethink pedagogical practices in distinct ways to make contemporary education inclusive and relevant for the context and time. The auto-summaries have been generated by a recursive clustering algorithm via the Dimensions Auto-summarizer by Digital Science. The editors of this book selected which SN content should be auto-summarized and decided its order of appearance. Please be aware that these are extractive auto-summaries, which consist of original sentences, but are not representative of its original paper, since we do not show the full length of the publication. Please note that only published SN content is represented here, and that machine-generated books are still at an experimental stage. Dishari Chattaraj is Assistant Professor at the Indian Institute of Technology Indore, India, where she leads the Education and Critical Food Studies lab. She completed her PhD from Jawaharlal Nehru University, India, and has been hosted as a Fulbright Fellow at Indiana University Bloomington, USA. Arya Parakkate Vijayaraghavan is Assistant Professor at T. A. Pai Management Institute in Bengaluru, part of Manipal Institute of Higher Education, India. She earned her PhD from The English and Foreign Languages University, India. Her research and publications span Critical Food Studies, Education, Gender and Intersectionality Studies, and Cultural Studies. 0aTeaching. 0aEducationxCurricula.14aPedagogy.24aCurriculum Studies.1 aChattaraj, Dishari.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt1 aVijayaraghavan, Arya Parakkate.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978981978767808iPrinted edition:z978981978769208iPrinted edition:z978981978770840uhttps://doi.org/10.1007/978-981-97-8768-5