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  1.  11
    Scholarly Dispositions in an Online Doctoral Program.Heather Greenhalgh-Spencer - 2021 - Philosophy of Education 77 (4):1-16.
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  2.  38
    (1 other version)Guattari's Ecosophy and Implications for Pedagogy.Heather Greenhalgh-Spencer - 2014 - Journal of Philosophy of Education 48 (2):323-338.
    Guattari's ecosophy has implications for many types of pedagogy practiced in the school. While Guattari never explicitly advocated the educational use of ecosophy, I explore in this article how it can be used as a lens to ‘read’ pedagogy in nuanced ways, highlighting oppressive premises and practices. I first discuss Guattari's ecosophy, defining key terms and advocating ecosophy as a philosophy that calls attention to the interactions and ‘parts’ of assemblages of existence—a philosophy radical and encompassing enough to make intelligible (...)
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  3.  35
    Symposium Introduction: Building Bridges.Heather Greenhalgh-Spencer & Amy B. Shuffelton - 2023 - Educational Theory 72 (6):727-730.
  4.  19
    Deep Listening as Bridge‐Building in School–Community Partnerships.Heather Greenhalgh-Spencer - 2023 - Educational Theory 72 (6):793-811.
    In this article, Heather Greenhalgh-Spencer argues that deep listening is the foundational component of bridge-building; that it is deep listening that foments the trust and desire for action that undergirds our building of bridges. While “listening” is not a new topic, Greenhalgh-Spencer adds to the literature by expanding on what are the essential components of the kind of listening — which she calls “deep listening” — that can lead to ethical action, change, and connection. She identifies desire, care, acknowledgment of (...)
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  5.  7
    An Argument for Ecosophy: An Attention to Things and Place in Online Educational Spaces.Heather Greenhalgh-Spencer - 2014 - Philosophy of Education 70:57-65.
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  6.  10
    A Touch in the Present: Reactions and Rhizomes.Heather Greenhalgh-Spencer - 2020 - Philosophy of Education 76 (3):75-79.
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  7.  10
    A Walking Education: Taking it Further.Heather Greenhalgh-Spencer - 2016 - Philosophy of Education 72:74-76.
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  8.  7
    Education in Connectivity.Heather Greenhalgh-Spencer - 2020 - Philosophy of Education 76 (4):iii-v.
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  9.  10
    In Defense of Multiple Learning Spaces.Heather Greenhalgh-Spencer - 2011 - Philosophy of Education 67:174-176.
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  10.  12
    On being and becoming.Heather Greenhalgh-Spencer - 2020 - Philosophy of Education:iv-ix.
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  11.  8
    Of Ethics and Algorithms.Heather Greenhalgh-Spencer - 2022 - Philosophy of Education 78 (3):66-70.
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  12.  9
    Online Education, God, and the Stance of the Nonbeliever.Heather Greenhalgh-Spencer - 2015 - Philosophy of Education 71:321-324.
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  13.  13
    Rethinking Bodies in the Traditional Classroom.Heather Greenhalgh-Spencer - 2012 - Philosophy of Education 68:246-253.
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  14.  36
    Reproducing the Motherboard: The Invisible Labor of Discourses that Gender Digital Fields.Heather Greenhalgh-Spencer - 2016 - Studies in Philosophy and Education 36 (1):33-48.
    Within the digital workforce, women are disappearing. While there are many factors that could be ‘blamed’ for this phenomenon, this article takes issue with the sexist and patriarchal discourses that are deployed within the digital workforce. In many ways, sexist discourses are taken for granted within the digital workplace; and in that way, the discourses themselves are rendered invisible through a lack of concerted uncovering of the ways that these sexist discourses produce—and reproduce—women as sexual objects and outsiders in this (...)
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  15.  31
    Storying Ruptures as Educational Practice.Heather Greenhalgh-Spencer & Zofia Zaliwska - 2018 - Studies in Philosophy and Education 38 (1):1-6.
    Haraway foregrounds many stories that we, in a late capitalist era, tell ourselves in order to justify, or not even notice, actions that are harmful to all living things. While I am mindful of Haraway’s excellent attention to the ways that ‘stories tell stories, thoughts think thoughts, and knots knot knots,’ I argue that we must take great care when we, as educators, blur the lines between facts and fiction; reality and art. When everything becomes a story—with some stories simply (...)
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  16.  11
    The "Discourse of Invasive Species".Heather Greenhalgh-Spencer - 2017 - Philosophy of Education 73:598-602.
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  17.  14
    The One World Schoolhouse: Education Reimagined.Heather Greenhalgh-Spencer - 2014 - Educational Theory 64 (4):418-424.
  18.  12
    Teaching within Regimes of Computational Truth.Heather Greenhalgh-Spencer - 2019 - Philosophy of Education 75:686-699.
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  19.  30
    Teaching with Stories: Ecology, Haraway, and Pedagogical Practice.Heather Greenhalgh-Spencer - 2018 - Studies in Philosophy and Education 38 (1):43-56.
    Haraway foregrounds many stories that we, in a late capitalist era, tell ourselves in order to justify, or not even notice, actions that are harmful to all living things. While I am mindful of Haraway’s excellent attention to the ways that ‘stories tell stories, thoughts think thoughts, and knots knot knots,’ I argue that we must take great care when we, as educators, blur the lines between facts and fiction; reality and art. When everything becomes a story—with some stories simply (...)
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  20.  8
    What Technology Reveals: Countering Binaries and Moving Toward the In-Between.Heather Greenhalgh-Spencer - 2013 - Philosophy of Education 69:315-323.
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  21.  19
    Book Review of Performance Theories in Education: Power, Pedagogy, and the Politics of Identity. [REVIEW]Heather Greenhalgh-Spencer - 2006 - Educational Studies 40 (2):180-185.
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