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  1.  11
    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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  2.  8
    Storying Ruptures as Educational Practice.Heather Greenhalgh-Spencer & Zofia Zaliwska - 2019 - Studies in Philosophy and Education 38 (1):1-6.
  3.  8
    Teaching with Stories: Ecology, Haraway, and Pedagogical Practice.Heather Greenhalgh-Spencer - 2019 - 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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  4.  16
    Reproducing the Motherboard: The Invisible Labor of Discourses That Gender Digital Fields.Heather Greenhalgh-Spencer - 2017 - 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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  5.  4
    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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