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Taking care of the future? The complex responsibility of education and politics

In Deborah Osberg & Gert Biesta (eds.), Complexity Theory and the Politics of Education. Sense Publishers. pp. 157--170 (2010)

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  1. Sensing as an Ethical Dimension of Teacher Professionality.Silvia Edling & Anneli Frelin - 2016 - Journal of Moral Education 45 (1):46-58.
    The purpose of this article is to theoretically discuss how teacher professionality, as an aspect of teacher professionalism, can be understood in relation to the notion of sensing within the ethics of alterity and the ethics of dissensus, both of which express a desire to contest the various forms of violence in society. Subsequently, in this case the conceptualisation of sensing can be regarded as highly important for introducing a relatively new dimension into the field of teacher professionality and, as (...)
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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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  • Community of Learners: Ontological and Non-Ontological Projects.Eugene Matusov, Katherine von Dyuke & Sohyun Han - 2013 - Outlines. Critical Practice Studies 14 (1):41 - 72.
    Our analysis reveals two major types of "Community of Learners" (COL) projects: instrumental and ontological. In instrumental COL, the notion of community is separated from instruction in order to reach some preset endpoints: curricular or otherwise. We notice three main instrumental COL models: relational, instructional, and engagement. Ontological COL redefines learning as an ill-defined, distributed, social, multi-faceted, poly-goal, agency-based, and situated process that integrates all educational aspects. We will consider two ontological COL projects into: narrowly dialogic and polyphonic.
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  • The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice.Gert Biesta, Julie Allan & Richard Edwards - 2011 - British Journal of Educational Studies 59 (3):225-239.
    The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high quality techniques and high quality theorising. The ability to capitalise on capacity building in relation to methods and methodologies may therefore well be restricted (...)
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