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  1. ‘I await your apology’: a polyphonic narrative interpretation: Original article.Penelope A. Cash - 2007 - Nursing Philosophy 8 (4):264-277.
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  • A postmodern critical theory of research use.John M. Watkins - 1994 - Knowledge, Technology & Policy 7 (4):55-77.
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  • Critical Capability Pedagogies and University Education.Melanie Walker - 2010 - Educational Philosophy and Theory 42 (8):898-917.
    The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to include both intrinsic and instrumental purposes and to therefore include personal development, economic opportunities and becoming educated citizens. Core ideas from the capability approach are outlined, (...)
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  • Culturally reimagining education: Publicity, aesthetics and socially engaged art practice.Sharon Todd - 2018 - Educational Philosophy and Theory 50 (10):970-980.
    This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming education as a specifically cultural endeavour, one tied to practices that are at once both performative (...)
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  • Borrelli, mill, Emily and me.Judith Suissa - 2004 - Journal of Philosophy of Education 38 (3):455–465.
    In this paper, I explore the insights suggested by Michele Borrelli's ‘The Utopianisation of Critique’ in the context of a real-life educational encounter that involves an attempt at being ‘critical’. Borrelli's observation that all positive utopian critique implies an inevitable degree of dogmatism takes on a new—and less depressing—significance when examined in the light of such an encounter. Acknowledging the tensions suggested by Borelli's analysis is, I argue, what makes a particular educational stance ‘critical’. Rather than leading to conceptual confusion, (...)
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  • Filozofija i kurikul.Raul Raunić - 2017 - Metodicki Ogledi 24 (1):9-30.
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  • Theoretical Claims and Empirical Evidence in Maori Education Discourse.Elizabeth Rata - 2012 - Educational Philosophy and Theory 44 (10):1060-1072.
    Post‐Marxist critical sociology of education has influenced the development of indigenous Maori educational theory and research. Its effects are examined in four claims made for Maori education by indigenous theorists. The claims are: indigenous kaupapa Maori education is a revolutionary initiative; it is a cultural solution to Maori educational under‐achievement; it has reversed the decline of the Maori language; it provides a valid educational alternative for an ethnically and culturally distinctive population. The analysis suggests that the indigenous theory approach is (...)
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  • Beyond curriculum: Groundwork for a non-instrumental theory of education.Deborah Osberg & Gert Biesta - 2020 - Educational Philosophy and Theory 53 (1):57-70.
    This paper problematizes current thinking about education by arguing that the question of educational purpose is not simply a socio-political question concerned with what the ends should be and why...
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  • Possibilities for critical social theory and Foucault's work: a toolbox approach.Elizabeth Manias & Annette Street - 2000 - Nursing Inquiry 7 (1):50-60.
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  • Troubled theory in the debate between Hirst and Carr.Fiachra Long - 2008 - Journal of Philosophy of Education 42 (1):133-147.
    When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical (...)
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  • A Spirituality of the Desert for Education: The Call of Justice Beyond the Individual or Community.Clarence W. Joldersma - 2007 - Studies in Philosophy and Education 28 (3):193-208.
    This paper argues for an alternative notion of spirituality for education, based on Theo de Boer’s idea of a spirituality of the desert. Rather than depicting an inner, additional region named the spiritual, spirituality here is thought of as a discourse that depicts the everyday world in a particular way. In dialogue with David Purpel’s analysis, the paper argues for a notion of spirituality that is located in an ongoing oscillation between ‘the individual’ and ‘the community.’ This oscillation turns out (...)
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  • Education, social creativity, and the evolution of society.Patrick M. Jenlink - 2004 - World Futures 60 (3):225 – 240.
    The evolution of society, the transcendence of existing social structures, and how society creates itself rests in a function of education. In this article the author examines education's work as that of social creativity. The need for pedagogies of "educate hope" and "imaginative possibilities" is explored. Social epistemology and social imaginary are discussed as dimensions of social creativity within the postmodern society. The aesthetic imperative in education is argued as important to developing the capacities and capabilities in youth to imagine (...)
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  • Education and the evolution of society.Patrick M. Jenlink - 2004 - World Futures 60 (3):161 – 167.
    Living on the threshold of a new age, we squabble among ourselves to acquire or retain the privileges of bygone times. We cast about for innovating ways to satisfy obsolete values. We manage individual crises while heading toward collective catastrophes. We contemplate changing almost anything on this earth but ourselves. (Laszlo, 1978, p. 3) If a society is to continue to evolve, its evolution has to be manifested in a total transformative change. Its existing state has to be transcendent. A (...)
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  • A theory of hope in critical pedagogy: An interpretation of Henry Giroux.Hideyuki Ichikawa - 2022 - Educational Philosophy and Theory 54 (4):384-394.
    This paper examines Henry Giroux’s critical pedagogy, and explores the interconnections among education, democracy, and hope. Whereas critical pedagogy rejects foundationalism, it still requires a normative foundation to criticise oppressive situations and pose a vision of the future. Giroux rejects foundationalism and regards oppressive force such as neoliberalism as an enemy of both hope and democracy. He regards hope as an act of imagination, something to be cultivated, which can be regarded as a medium of mobilisation. This seems inconsistent with (...)
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  • The Learning is In‐between: The search for a metalanguage in Indigenous education.Neil Harrison - 2005 - Educational Philosophy and Theory 37 (6):871–884.
    Following the first significant research into Indigenous methods of learning, it was argued that Indigenous students could learn western knowledge using Indigenous ways of learning. Subsequent research contradicted this finding to take the position that Indigenous students must learn western knowledge using western methods and so this set the scene for the development of a pedagogy where Indigenous students could learn how to learn. Theorists in Indigenous education began to search for a metalanguage. Crosscultural theorists have perceived this metalanguage in (...)
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  • Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities.Basma Hajir & Kevin Kester - 2020 - Studies in Philosophy and Education 39 (5):515-532.
    This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action. The paper particularly explores the philosophical contributions of postcolonial and decolonial thought and how each could help toward decolonising approaches for critical peace education. The concept of ‘structural violence’ is critiqued as obfuscating individual (...)
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  • A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education.Yannis Hadzigeorgiou - 2015 - Science & Education 24 (3):259-280.
    This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action and then raises questions about the content of school science, about the place and value of scientific inquiry, and about the opportunities students have for self-directed inquiry. The central idea behind the critique is that a (...)
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  • Reading Giroux Through a Deweyan Lens: pushing Utopia to the outer edge.George Demetrion - 2001 - Educational Philosophy and Theory 33 (1):57-76.
    … power is never uni dimensional; it is exercised not only as a mode of domination, but also as an act of resistance or even as an expression of a creative mode of cultural and social production outside the immediate force of domination.The point is important in that the behavior expressed by subordinate groups cannot be reduced to a study of domination or resistance.Clearly, in the behavior of subordinate groups there are moments of cultural and creative expression that are informed (...)
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  • Truth, power and pedagogy: Michel Foucault on the rise of the disciplines.Roger Deacon - 2002 - Educational Philosophy and Theory 34 (4):435–458.
  • Politics of critical pedagogy and new social movements.Seehwa Cho - 2010 - Educational Philosophy and Theory 42 (3):310-325.
    The proponents of critical pedagogy criticize the earlier Neo‐Marxist theories of education, arguing that they provide only a ‘language of critique’. By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of critical pedagogy is twofold: 1) to correct the pessimistic conclusions of Neo‐Marxist theories, and 2) to transform a ‘language of critique’ into a ‘language of possibility’ . Then, (...)
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  • More fully human: Principals as Freirian liberators.Brian Beabout - 2008 - Journal of Thought 43 (1&2):21-39.
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  • Beyond biomedicine: health through social and cultural understanding.Iccha Basnyat - 2011 - Nursing Inquiry 18 (2):123-134.
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  • A view from somewhere: Explaining the paradigms of educational research.Hanan A. Alexander - 2006 - Journal of Philosophy of Education 40 (2):205–221.
    In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...)
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  • Toward a "Democratic" Vision of Pedagogy: Hermeneutic Interpretation Through Communicative Discourse in the Humanities Classroom.James Magrini - unknown
    Philosophers of education writing on teaching for social justice and student empowerment have suggested various theories for enacting a "democratic" learning environment within our schools. Strategies that have been suggested include classroom management stressing student-centered learning, peer-interaction, and the inclusion of diverse learning needs and styles grounded in a pedagogy composed of instructor-student initiated "discourse." Building on "social meliorist," or Social Reconstruction curriculum theory, I attempt to define the notion of authentic "critical pedagogy" through the analysis of classroom instruction in (...)
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  • Getting It Out on the Net: Decentralized E-learning through On-line Pre-publication.Shane J. Ralston - 2015 - In Petar Jandrić & Damir Boras (eds.), Critical Learning in Digital Networks. Cham: Springer. pp. 57-74.
    This chapter explores the personal and professional obstacles faced by Humanities and Social Science scholars contemplating pre-publication of their scholarly work in an on-line network. Borrowing a theoretical framework from the radical educational theorist Ivan Illich, it also develops the idea that pre-publication networks offer higher education a bottom-up, decentralized alternative to business-modeled e-learning. If learners would only embrace this more anarchical medium, appreciating writing for pre-publication as a process of open-ended discovery rather than product delivery, then the prospect of (...)
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  • A Model of Critical Thinking in Higher Education.Martin Davies - 2014 - In M. B. Paulsen (ed.), Higher Education: Handbook of Theory and Research. Dordrecht, Netherlands: Springer. pp. 41-92.
    “Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice of (...)
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  • "Inside-out Pedagogy": Theorising Pedagogical Transformation through Teaching Philosophy.Rosie Scholl - unknown
    This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to facilitate and sustain such change, including the necessary dispositions required to teach Philosophy, and the critical junctures in pedagogical change associated with teaching Philosophy. Interview data were coded and analysed to generate (...)
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  • Citizens and selves : rethinking education for democratic citizenship.Joshua L. Novis - unknown
    This thesis is a critical examination of the history of philosophies governing public education in the United States. The first half, chapters one through six, outlines American conceptions of the role of the school in relation to the state and to democracy. The second half is an account of critical progressive philosophies that have challenged the American status-quo since the independence. The main argument that I propose here is that the creation of an education system in America has followed the (...)
     
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  • A. Dee Williams 71.A. Dee Williams - forthcoming - Journal of Thought.
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  • Introduction.Martin Davies & Ronald Barnett - 2015 - In M. Davies and R. Barnett (ed.), The Palgrave Handbook of Critical Thinking in Higher Education. New York, NY, USA: pp. 1-25.
    What is critical thinking, especially in the context of higher education? How have research and scholarship on the matter developed over recent past decades? What is the current state of the art here? How might the potential of critical thinking be enhanced? What kinds of teaching are necessary in order to realize that potential? And just why is this topic important now? These are the key questions motivating this volume. We hesitate to use terms such as “comprehensive” or “complete” or (...)
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  • Politics and Transformation: critical approaches toward political aspects of education.Deborah Biss Keller & J. Gregory Keller - 2014 - Policy Futures in Education 12 (3):359-369.
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  • Racismo, inmigración e interculturalidad.Alfonso García Martínez - 2004 - Daimon: Revista Internacional de Filosofía 31:89-114.
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