11 found
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  1.  31
    Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project.Tina Besley, Liz Jackson, Michael A. Peters, Nesta Devine, Cris Mayo, Georgina Tuari Stewart, E. Jayne White, Barbara Stengel, Gina A. Opiniano, Sean Sturm, Catherine Legg, Marek Tesar & Sonja Arndt - 2023 - Educational Philosophy and Theory 55 (3):272-284.
  2.  19
    Video ethics in educational research involving children: Literature review and critical discussion.Michael A. Peters, E. Jayne White, Tina Besley, Kirsten Locke, Bridgette Redder, Rene Novak, Andrew Gibbons, John O’Neill, Marek Tesar & Sean Sturm - 2021 - Educational Philosophy and Theory 53 (9):863-880.
    Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy that was established in 2016. The paper is the result of a collective writing process over a period of a few (...)
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  3.  14
    Video ethics in educational research involving children: Literature review and critical discussion.Michael A. Peters, E. Jayne White, Tina Besley, Kirsten Locke, Bridgette Redder, Rene Novak, Andrew Gibbons, John O’Neill, Marek Tesar & Sean Sturm - 2021 - Educational Philosophy and Theory 53 (9):863-880.
    Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The paper is the result of a collective writing process (...)
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  4.  11
    In the domain of the image.Michael A. Peters & E. Jayne White - 2021 - Educational Philosophy and Theory 53 (7):677-682.
    In our world we sleep and eat the image and pray to it and wear it too.– Don DeLillo, (2016) Mao II, p.27, Pan Macmillan.Some three years ago we envisioned a project concerning the shift from text...
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  5.  17
    Infanticides: The unspoken side of infantologies.Marek Tesar, Michael A. Peters, E. Jayne White, Sonja Arndt, Jennifer Charteris, Aleryk Fricker, Viktor Johansson, Sean Sturm, Nina Hood & Andrew Madjar - forthcoming - Educational Philosophy and Theory:1-15.
  6.  18
    A Philosophy of Seeing: The Work of the Eye/‘I’ in Early Years Educational Practice.E. Jayne White - 2016 - Journal of Philosophy of Education 50 (3):474-489.
    The work of the eye has a powerful influence across culture and philosophy—not least in Goethe's approach to understanding. Aligned to aesthetic appreciation, seeing has the potential to offer an authorial gift of ‘other-ness’ when brought to bear on evaluative relationships. Yet this penetrating gaze might also be seen as limiting when put to work in the services of ‘other’. From the subtle sideways glance, to the lingering gaze of lovers, a look can mean many things. But the eye does (...)
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  7.  9
    Bakhtin and the Russian Avant Garde in Vitebsk: Creative understanding and the collective dialogue.E. Jayne White & Michael A. Peters - 2017 - Educational Philosophy and Theory 49 (9):922-939.
    This paper locates its genesis in a small town called Vitebsk in Belorussia which experienced a flowering of creativity and artistic energy that led to significant modernist experimentation in the years 1917–1921. Marc Chagall, returning from the October Revolution took up the position of art commissioner and developed an academy of art that became the laboratory for Russian modernism. Chagall’s Academy, Bakhtin’s Circle, and Malevich’s experiments, artistic group UNOVIS—all in fierce dialogue with one another—made the town of Vitebsk into an (...)
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  8.  2
    Introducing dialogic pedagogy: provocations for the early years.E. Jayne White - 2016 - New York, NY: Routledge.
    Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas (...)
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  9. Mikhail Bakhtin : dialogic language and the early years.E. Jayne White - 2017 - In Lynn E. Cohen & Sandra Waite-Stupiansky (eds.), Theories of early childhood education: developmental, behaviorist, and critical. New York, NY: Routledge.
     
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  10.  5
    Seeing the World Through Children’s Eyes: Visual Methodologies and Approaches to Research in the Early Years.E. Jayne White (ed.) - 2020 - Brill | Sense.
    _Seeing the World through Children’s Eyes_ brings an overarching emphasis on ‘seeing’ to early years research and provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies in their early years research.
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  11.  7
    The legacy of the suprematist square for a sensing pedagogy: A non-objective creative contemplation for education.E. Jayne White & Mikhail Gradovski - 2021 - Educational Philosophy and Theory 53 (7):740-748.
    While Kazimir Malevich is widely known for his suprematist contributions to art, little attention has been granted to his articulated philosophical premise and methodological manifestation concerning the non-objectivity of thought and its relationship to feeling. This paper shows how Suprematist philosophy gives rise to the concept of pedagogical sensing that was first characterized by UNOVIS. Casting Suprematist aspersions on dominant educational practices that seek to reproduce what seemingly ‘is’, a non-objective collapse of all-too-certain frames is replaced by abstract essence. As (...)
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