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This 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.

Teaching. --- Education --- Pedagogy. --- Curriculum Studies. --- Curricula.

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This book carves the beginnings of a new path in the arguably weary discipline of economics. It combines a variety of perspectives - from the history of ideas to epistemology - in order to try to understand what has gone so wrong with economics and articulate a coherent way forward. This is undertaken through a dual path of deconstruction and reconstruction. Mainstream economics is broken down into many of its key component parts and the history of each of these parts is scrutinized closely. When the flaws are thoroughly understood the author then begins the task of reconstruction. What emerges is not a 'Grand Unified Theory of Everything', but rather a provisional map outlining a new terrain for economists to explore. The Reformation in Economics is written in a lively and engaging style that aims less at the formalization of dogma and more at the exploration of ideas. This truly groundbreaking work invites readers to rethink their current understanding of economics as a discipline and is particularly relevant for those interested in economic pluralism and alternative economics.

Economic schools --- Econometrics. --- Schools of economics. --- Education --- Quantitative Economics. --- Heterodox Economics. --- Curriculum Studies. --- Curricula.

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Sina Juliette Weeber befasst sich mit dem Direktzugang zur Physiotherapie und dessen ausbildungsinhaltlichen und strukturell-organisatorischen Bedingungen. In Bezug auf die Zulassung eines Direktzuganges in Deutschland untersucht die Autorin in einem internationalen Vergleich die strukturellen und gesetzlichen Gegebenheiten der Länder, die diesen Weg zur Physiotherapie in ihrem Gesundheitssystem etabliert haben. Dafür untersucht sie die Curricula der internationalen und nationalen Hochschulen sowie die Inhalte des deutschen Ausbildungsgesetzes. Es werden ebenfalls hemmende und fördernde Faktoren für die Einführung eines Direktzuganges genannt sowie die Möglichkeiten einer Einführung in Deutschland bewertet. Der Inhalt  Theoretischer Hintergrund des Direktzugangs Physiotherapie und Kursinhalte der Bachelorstudiengänge in Deutschland  Vergleich der internationalen Studiengänge in Australien, Neuseeland, Schweden und Finnland mit dem deutschen Ausbildungssystem Die Zielgruppen  Dozierende, Studierende und Auszubildende der Fachbereiche Logopädie, Ergotherapie und Physiotherapie Logopädinnen und Logopäden, Physiotherapeutinnen und -therapeuten, Ergotherapeutinnen und -therapeuten, Ärztinnen und Ärzte Die Autorin Sina Juliette Weeber arbeitet nach Beendigung des Masterstudienganges im Fachbereich der Physiotherapie an der EufH med (Rostock) aktuell im Klinikum Itzehoe und ist dort unter anderem für die praktische Ausbildung von Physiotherapieschülern und -studenten zuständig.

Physiotherapy. --- Professional education. --- Vocational education. --- Curriculums (Courses of study). --- Education—Curricula. --- Professional & Vocational Education. --- Curriculum Studies.

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This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. Whether, and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this debate is given comprehensive coverage – presenting both instrumentally inclined as well as radical positions on transforming engineering education. In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional, and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area. Using context as “bridge” this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe – both East and West – with the United States, China, Brazil, India and Australia.

Technology --- Engineering design. --- Education --- Philosophy of Technology. --- Engineering Design. --- Curriculum Studies. --- Philosophy. --- Curricula.

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This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. Whether, and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this debate is given comprehensive coverage – presenting both instrumentally inclined as well as radical positions on transforming engineering education. In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional, and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area. Using context as “bridge” this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe – both East and West – with the United States, China, Brazil, India and Australia.

Technology --- Engineering design. --- Education --- Philosophy of Technology. --- Engineering Design. --- Curriculum Studies. --- Philosophy. --- Curricula.