Amanda Fiore
Biographic Data
| ID | 9497940 |
|---|---|
| NAME | Amanda Fiore |
| GIVEN NAMES | Amanda |
| FAMILY NAME | Fiore |
| SIGNATURE | FIORE A |
| AFFILIATIONS | University of Maryland, College Park, MD, USA |
| ORCID | 0000-0002-1036-1366 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Contemplative, holistic eco-justice pedagogies in higher education
In this article, we directly address five of the six questions presented by Misiaszek & Rodrigues, including the definition of ‘sustainability’ and ‘development’ in higher education teaching, the politics of teaching, and the responsibilities of teachers within the institution of higher education. We argue for contemplative inquiry and storytelling as epistemology and pedagogy for eco-justice education. We introduce a course taught by an author o…
The World Bank’s Saber
The World Bank’s Systems Approach for Better Education Results (SABER) purports to benchmark developing country education systems against global best practices. SABER covers 13 topics, called “domains,” and has produced over 16,000 indicators of what the Bank considers best practice and applied them in over 130 countries. Yet this massive effort has received hardly any critical scrutiny. In this article, we argue that this search for global best …
No prominent works on this page.
The World Bank’s Saber
The World Bank’s Systems Approach for Better Education Results (SABER) purports to benchmark developing country education systems against global best practices. SABER covers 13 topics, called “domains,” and has produced over 16,000 indicators of what the Bank considers best practice and applied them in over 130 countries. Yet this massive effort has received hardly any critical scrutiny. In this article, we argue that this search for global best …
Contemplative, holistic eco-justice pedagogies in higher education
In this article, we directly address five of the six questions presented by Misiaszek & Rodrigues, including the definition of ‘sustainability’ and ‘development’ in higher education teaching, the politics of teaching, and the responsibilities of teachers within the institution of higher education. We argue for contemplative inquiry and storytelling as epistemology and pedagogy for eco-justice education. We introduce a course taught by an author o…
Law (2 works) · Political science (2 works) · Sociology (2 works) · Accountability (1 work) · Adult and Continuing Education Topics (1 work) · Anthropocentrism (1 work) · Autonomy (1 work) · Best practice (1 work) · Contemplation (1 work) · Ecology (1 work)