Titlebook: Education, Theory and Pedagogies of Change in a Global Landscape; Interdisciplinary Pe Victoria Perselli (Associate Professor) Book 2016 Th

stratum-corneum

https://doi.org/10.1007/978-94-010-2980-3 for children under the age of five in England, became statutory for all settings. As an early childhood (‘pre-school’) teacher, I had difficulties implementing EYFS because it appeared to contain fundamental contradictions; a view echoed by others in the wider research community (Anning, 2009; Wood

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Mathilde Bertrand,Karine Chambefort-Kayexts, critical theory may acquire multiple layers and dimensions and, in combination with the characteristics of its context, can thus produce new and unique forms. In China, which Li (2004) describes as having ‘a(chǎn) capitalist body’ under the cover of ‘a(chǎn) socialist face’, the paradigm of Marxist materi

使隔離

Contemporary Poetry and Postmodernisming and Teaching course (PGC LT) for staff at the UK higher education institution where I worked. Intrigued by the literature questioning the need for, efficacy of and negative reporting in many accounts of such courses, I wanted to know more. As a professional educator whose identity was only ever

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柏樹

Theory, Theorising and Pedagogies of Change,continuity—is a relentless and irreversible feature of professional life-experience ‘in postmodernity’, can be evidenced via the proliferation of particular linguistic tropes and research foci currently reverberating around the globe (Sch?n, 1973; Stronach & MacLure, 1997; Milella, 2007; Toscano, 20

aviator

Engendering Knowledge: Education, the Maternal and Doing Research with Women,h project that sought to create possibilities for women to articulate their subjugated and unvoiced knowledges. I draw on the feminist philosophical arguments of Luce Irigaray that point to the way women have been silenced and excluded in the public construction of knowledge and in the institutional

致命

Negotiating Gender Concepts and Critical Pedagogy: A Reflective Account of Doctoral Research in Phyct on some of the tensions negotiated throughout the course of my project in order to demonstrate how theory came into being in my research. The aim is to use examples from my enquiry into gender identities in physiotherapy education to illustrate these theoretical deliberations. Where possible, I w