Hidden Bibliographic Details
| ISBN: | 9789463006187
9463006184
9463006168
9789463006163
9789463006170
9463006176
9789463006163
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| Digital file characteristics: | text file
PDF
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| Notes: | Includes bibliographical references.
Online resource; title from PDF title page (EBSCO, viewed January 17, 2017).
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| Summary: | This work provides a forthright critical discussion aimed at providing salient insights into the quiet and under-realized transactional nature of education, schooling, teaching, student participation, and learning. The work is based upon five major interacting premises regarding the role, nature, and relationship between transactional communication and equity pedagogy, which place opportunities to teach and learn in flux. Throughout this book the topic/issue of transitional communication's critical role serves as the unifying source regarding the transdisciplinary nature of the information and perspectives presented 90 plus percent of activities which occurs in the classroom involves the social-perception experiences of interpersonal-cultural communication, pre-dispositions and inclinations, regarding power and felt empowerment, and one's lived positionality experiences. Transactional communicative awareness, critical reflection, and cultural responsiveness enhances equality of opportunities to teach and learn in view of the demands ensured during a course of study or term of study.
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| Other form: | Print version: Alcorn, Frederick Douglass H. Omnipotent presence and power of teacher-student transactional communication relationships in the classroom : the so-called "Post-Race Era". Rotterdam, [Netherlands] : Sense Publishers, ©2016 xxiii, 137 pages Constructing Knowledge: Curriculum Studies in Action ; Volume 11 9789463006163
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| Standard no.: | 10.1007/978-94-6300-618-7
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