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  1. Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform. [REVIEW]Augusto Riveros - 2012 - Studies in Philosophy and Education 31 (6):603-612.
    In this paper I highlight the significance of Maurice Merleau-Ponty’s contribution to the study of teacher learning. I particularly draw on his notion of embodiment to show that professional knowledge is embodied knowledge and that teachers make sense of their professional world through their embodied action. I contrast my interpretation with a professional learning model that has been influential in Canada, the US, the UK, Australia and other countries. I suggest that policy makers interested in education reform initiatives would benefit (...)
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  • Michel Foucault’s Limit-Experience Limited.Marianna Papastephanou - 2018 - Educational Philosophy and Theory 50 (4):390-403.
    Educational philosophy has not discussed Foucault’s publications on the Iranian Revolution and the related controversy. Foucauldian concepts are applied to education, though his only writings which ‘sidetracked’ him from exploring power within the state, namely, his journalistic accounts of his visits to Iran, remain unexplored in our field. Against moralist accusations of Foucault’s views on Iran as ‘singularly uncritical’, and beyond standard postcolonial charges of Foucault with exoticism and orientalism, I examine how the writings in question reveal ambivalences and limits (...)
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