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Christine Winter [8]Christine J. Winter [1]
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Christine J. Winter
University of Sydney
  1.  18
    Curriculum Knowledge, Justice, Relations: The Schools White Paper (2010) in England.Christine Winter - 2014 - Journal of Philosophy of Education 48 (2):276-292.
    In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider (...)
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  2.  28
    Enframing Geography: Subject, Curriculum, Knowledge, Responsibility.Christine Winter - 2012 - Ethics and Education 7 (3):277-290.
    . Enframing geography: subject, curriculum, knowledge, responsibility. Ethics and Education: Vol. 7, Creating spaces, pp. 277-290. doi: 10.1080/17449642.2013.767004.
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  3.  12
    Decolonising Dignity for Inclusive Democracy.Christine J. Winter - 2019 - Environmental Values 28 (1):9-30.
    The idea of dignity is often taken to be a foundation for principles of justice and democracy. In the West it has numerous formulations and conceptualisations. Within the capabilities approach to justice theorists have expanded the concept of dignity to encompass animals and ecological communities. In this article I rework the idea of dignity to include the Māori philosophical concepts of Mauri, tapu and mana – something I argue is necessary if the capabilities approach is to decolonise in the Aotearoa (...)
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  4.  21
    Doing Justice to Geography in the Secondary School: Deconstruction, Invention and the National Curriculum.Christine Winter - 2006 - British Journal of Educational Studies 54 (2):212-229.
    The subject of geography is declining in popularity at secondary school level and recent developments following the 'cultural turn' in Higher Education have had little impact in revitalising it. In this paper I explore the question: is there a problem with the school geography curriculum policy ? After briefly sketching the history of the Geography National Curriculum policy (GNC), I focus on Caputo's (1997) commentary on Derrida and the idea of deconstruction and invention to explore the contemporary GNC policy text (...)
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  5.  15
    Places, Spaces, Holes for Knowing and Writing the Earth: The Geography Curriculum and Derrida's Khôra.Christine Winter - 2009 - Ethics and Education 4 (1):57-68.
    This article enquires into the value of 'concepts' as a framework for the school curriculum by questioning their contribution towards our responsibilities for thinking about the earth. I take Derrida's deconstructive reading of Plato's Timaeus to show how spaces in meaning can be revealed, and more transgressive ways of knowing invited in. Derrida's Kh ra marks the opportunity for something new, productive and unforeseeable to arise as the play of traces unfurls. A deconstructive reading of the geography national curriculum policy (...)
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  6. Re-Imagining Relationships in Education: Ethics, Politics and Practices.Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd & Christine Winter - 2014 - Wiley-Blackwell.
    _Re-Imagining Relationships in Education_ re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...)
     
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  7. Creating Spaces.Marit Honerød Hoveid & Christine Winter - 2012 - Ethics and Education 7 (3):207-210.
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