הפקולטה לחינוך מברכת את ד"ר דבורה קלקין-פישמן (בגמלאות), מהחוג ללמידה, הוראה והדרכה, על הוצאתם לאור של שני ספרים חדשים בהוצאת Routledge.
הספר מאת ד"ר קלקין-פישמן Practicing Social Science: Sociologists and their Craft והספר בעריכתה יחד עם גאז'נדרה ורמה Approaches to Social and Educational Inclusion רואים אור בחודש דצמבר, 2016.
Practicing Social Science: Sociologists and their Craft
How is the process of globalization effecting changes in the structure of knowledge in sociology?
This path-breaking volume looks at the human dimension of developments in the discipline by compiling a set of interviews that exemplify the life and work of a sociologist today. Their ideas andconceptualizations show to what extent a “paradigm shift” has taken root, answering questions suchas whether sociology still remains a differentiated, relatively autonomous social science. The chosen interviewees are about equally divided according to gender and have been selected from among professional sociologists in different parts of the globe, with an emphasis on areas that are under-represented in English publications, such as East Asia, Latin America, and Africa. Analysis focuses on changes which are becoming clear from the on-going confrontation between “traditional” sociology which emerged as a project of modernity, and the sociology practiced by sociologists who are called upon to adapt the discipline to the upheavals of the twenty-first century.
Approaches to Educational and Social Inclusion: International Perspectives on Theory, Policy and Key Challenges.
Verma, G. and Kalekin-Fishman, D. (eds)
The chapters in this volume deal with issues and questions which have implications for modern societies as they seek to come to terms with an increased understanding of the ‘exclusion’ and ‘inclusion’ dichotomy.
Broadly, the three parts in this volume offer some answers and give signposts to possible solutions. Authors from Bangladesh, Greece, India, Israel, New Zealand, Switzerland, the United Kingdom and the United States show in their respective chapters how the majority of educational and social institutions in both developed and developing countries have failed to overcome the many barriers to an effective system of integrated education. They also suggest models, strategies, ways and means as to how it may be possible to challenge and even dismantle these barriers.
The volume also closely examines the overt and covert damage to individuals’ self-esteem and identity as a result of social and educational exclusion while proposing a variety of interventions and strategies (educational, social and political) to overcome the consequences of exclusion and marginalisation.