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  1. Picturebooks, Pedagogy, and Philosophy.Joanna Haynes - 2011 - Routledge.
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    Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom.Joanna Haynes - 2008 - Routledge.
    This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum.
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    Intra-Generational Education: Imagining a Post-Age Pedagogy.Joanna Haynes & Karin Murris - 2017 - Educational Philosophy and Theory 49 (10).
    This article discusses the idea of intra-generational education. Drawing on Braidotti’s nomadic subject and Barad’s conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness and wakefulness. These may appear improbable in the context of education policy-making today, but they are (...)
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    Child as Educator: Introduction to the Special Issue. [REVIEW]Joanna Haynes & Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):217-227.
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    Gifts of Time and Space: Co-Educative Companionship in a Community Primary School.Joanna Haynes - 2013 - Studies in Philosophy and Education 32 (3):297-311.
    Family-focused community education implies a relational pedagogy, whereby people of different ages and experiences, including children, engage interdependently in the education of selves and others. Educational projects grow out of lived experiences and relationships, evolving in dynamic conditions of community self-organisation and self-expression, however partial and approximate, as opposed to habitual and repetitive actions. In developing educational activities through radical listening, community educators aim to reflect the character of the neighbourhood and build on local knowledge and expertise. The paper reports (...)
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    Taking Age Out of Play: Children's Animistic Philosophising Through a Picturebook.Joanna Haynes & Karin Murris - 2019 - Oxford Literary Review 41 (2):290-309.
    This paper emerges from experiences of putting picturebooks, philosophy with children and posthumanism into play. Responding to Derrida's notion of a ‘return to childhood’, we propose a different move of ‘re-turning to child/ren’, drawing from various entangled sources. First, the figuration of posthuman child disrupts the conception of temporality that takes development and progress as inevitable. The posthuman child expresses the idea of the knowing subject as an unbounded sympoietic system. We put to work Miranda Fricker's notion of epistemic injustice (...)
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    Fifth International Conference on Philosophy in Practice.Gerd Achenbach, Eulalia Bosch, Eite Veening, Emmy Van Deurzen, Richard Smith, Ida Jongsma, Joanna Haynes, Dorine Baudin & Karin Murris - 1999 - History and Philosophy of Logic 20:77.
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  8. Secrets And Boundaries In Classroom Dialogues With Children: From Critical Episode To Social Enquiry.Joanna Haynes - 2005 - Childhood and Philosophy 1 (2):511-536.
    Events in teaching often bubble up and demand attention because they stay with us long after the moment has passed, causing us to revisit and recreate them, perhaps to ask ourselves whether we might have responded differently. Deeper reflection and wider social enquiry become possible when incidents are recorded over time. Themes are identified and form the basis of theorizing and alternative action. Themes tend to emerge from awareness of our emotional responses to events and through an investigation of the (...)
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