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  1. Lynda Stone (forthcoming). Disavowing Community. Philosophy of Education.
  2. Lynda Stone (2013). Introducing Noddings and the Symposium. Educational Philosophy and Theory 45 (5):482-487.
  3. Lynda Stone (2011). Outliers, Cheese, and Rhizomes: Variations on a Theme of Limitation. Educational Theory 61 (6):647-658.
    All research has limitations, for example, from paradigm, concept, theory, tradition, and discipline. In this article Lynda Stone describes three exemplars that are variations on limitation and are “extraordinary” in that they change what constitutes future research in each domain. Malcolm Gladwell's present day study of outliers makes a statistical term into a sociological concept. Carlo Ginzburg's study of a sixteenth-century miller who challenges Church doctrine initiates the field of microhistory. Gilles Deleuze and Felix Guattari's philosophy of the rhizome offers (...)
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  4. A. G. Rud, Jim Garrison & Lynda Stone (2009). Introduction. Education and Culture 25 (2):1-11.
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  5. Lynda Stone (2009). Book Review: Pragmatism as Post-Postmodernism: Lessons From John Dewey. [REVIEW] Education and Culture 25 (1):7.
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  6. Lynda Stone (2009). Pragmatism as Post-Postmodernism. Education and Culture 25 (1):pp. 61-65.
  7. Lynda Stone (2007). A Review of Hongyu Wang, The Call From the Stranger on a Journey Home: Curriculum in a Third Space. Peter Lang, New York, 2004, CDN$ 34.91, ISBN: 0820469033. [REVIEW] Studies in Philosophy and Education 26 (4):377-387.
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  8. Lynda Stone (2006). From Technologization to Totalization in Education Research: US Graduate Training, Methodology, and Critique. Journal of Philosophy of Education 40 (4):527–545.
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  9. Lynda Stone (2005). Break with Tradition: Marshall's Contribution to a Foucauldian Philosophy of Education. Educational Philosophy and Theory 37 (3):441–447.
  10. Lynda Stone (2004). Crisis of the Educated Subject: Insight From Kristeva for American Education. Studies in Philosophy and Education 23 (2/3):103-116.
    The contemporary crisis in AmericanEducation that has resulted in Bush sponsoredfederal legislation for accountability andstandardized testing is the setting for anessay introducing the work of Frenchphilosopher, Julia Kristeva. The comparison isbetween an ``educated subject'' that might wellcome to be constituted in schooling at presentand a ``subject-in-process.'' In a strikinglydifferent vision of human potential, the latterindividual, with open-ended, non-perfectdevelopment, entails the possibility ofpersonal, societal and educational change.Kristeva's theory, based greatly in areinterpretation of Freud, and incorporatingthe semiotic, abjection and love, and revolt (...)
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  11. Lynda Stone (2004). Julia Kristeva's 'Mystery'of the Subject in Process. In James Marshall (ed.), Poststructuralism, Philosophy, Pedagogy. Kluwer Academic Publishers. 119--139.
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  12. Lynda Stone & Michael Gunzenhauser (2001). From Bourdieu and Wolin, `Inside and Outside the Box': A Frame for the Special Issue. Studies in Philosophy and Education 20 (3):181-190.
    Utilizing the writings of Pierre Bourdieu and Sheldon Wolin,this paper introduces a special issue on ``Educational Rights andEntitlements.'' Its purpose is to characterize and critique `the box ofliberalism' that both advances and constrains what is conceived andenacted in education. Following it are a set of significantcontributions from the sixth biennial conference of the InternationalNetwork of Philosophers of Education, August 1998, Ankara.
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  13. Lynda Stone (1999). Experience and Performance: Contrasting €˜Identity’ in Feminist Theorizings. Studies in Philosophy and Education 18 (5):327-337.
    Connecting identity, broadly defined to recent ‘advances’ in educational research, this paper takes up two different feminist treatments based in pragmatism and poststructuralism. The first is from Charlene Haddock Seigfried on ‘experience,’ and the second is from Peggy Phelan on ‘performance.’ The first is in keeping with a dominant tradition to secure identity through visibility and the second suggests critique through a turn to invisibility. The first arises out of Dewey's naturalism and the second through Lacan, performance art, and anti-representation. (...)
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  14. Lynda Stone (1999). Educational Reform Through an Ethic of Performativity: Introducing the Special Issue. Studies in Philosophy and Education 18 (5):299-307.
  15. Malcolm B. Campbell, Jim W. Garrison, Thomas C. Hunt, Barry Kanpol, Frank E. Stevens, Lynda Stone, Patricia G. Anthony & Ronald E. Butchart (1995). Book Review Section 1. [REVIEW] Educational Studies 26 (4):335-368.
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  16. Lynda Stone (1995). Narrative in Philosophy of Education: A Feminist Tale of 'Uncertain'knowledge. In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. 173--189.
  17. Craig Kridel, John A. Beineke, Malcolm B. Campbell, Wayne J. Urban, Bruce Anthony Jones, Lynda Stone, Patricia A. Major, John R. Thelin, Edward H. Berman & Donald Vandenberg (1994). Book Review Section 1. [REVIEW] Educational Studies 25 (2):101-152.
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  18. Lynda Stone (1994). Modern to Postmodern: Social Construction, Dissonance, and Education. Studies in Philosophy and Education 13 (1):49-63.
    Modernist educational practice operates within an overarching norm of consonance, notions of sameness and agreement that permeate schools and classroom life. This paper posits a needed move to postmodern educational theory and practice through dissonance. Following an intellectual contextualization, two sets of philosophical claims are presented. The first promotes social construction of reality and the second poses dissonance rather than consonance. The paper concludes with a “look” at education from this postmodern perspective.
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  19. Lynda Stone (1993). PES Symposium: Contingency, Irony and Solidarity. Studies in Philosophy and Education 12 (2-4):211-212.
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  20. Harvey Kantor, Robert Lowe, Lynda Stone, Douglas J. Simpson, Samuel Totten, Michael W. Apple, Richard D. Hansgen, Jean Schmittau & Aghajan Mohammadi (1992). Book Review Section 2. [REVIEW] Educational Studies 23 (4):482-538.
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  21. Scott R. Farber, Betty A. Sichel, Lynda Stone, Raymond Wilkie, Terrance Dunford & Don T. Martin (1990). Book Review Section 3. [REVIEW] Educational Studies 21 (4):472-508.
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