28 found
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  1.  41
    Feminisms and the Self: The Web of Identity.Morwenna Griffiths - 1995 - Routledge.
    Feminisms and the Self is both a critique and a construction of feminist philosophy, bringing an original contribution to the current debate surrounding identity and subjectivity. This title available in eBook format. Click here for more information . Visit our eBookstore at: www.ebookstore.tandf.co.uk.
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  2. Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making.Morwenna Griffiths - 2014 - Educational Philosophy and Theory 46 (5):1-14.
    The overall question addressed in this article is,‘What kind of philosophy of education is relevant to educational policy makers?’ The article focuses on the following four themes: The meanings attached to the term philosophy by philosophers themselves; the meanings attached to the term philosophy by policy makers; the difference place and time makes to these meanings; how these different meanings affect the possibility of philosophy influencing policy.The question is addressed using philosophical methods and empirical evidence from conversations and conversational interviews (...)
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  3.  9
    Feminist Perspectives in Philosophy.Morwenna Griffiths & Margaret Whitford (eds.) - 1988 - Indiana University Press.
    Especially insightful are articles on ethics and gender, autonomy and pornography, feelings, and a responsible and democratic epistemology." —Choice The essays in this book introduce to American readers the work of a group of British ...
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  4.  26
    Critically Adaptive Pedagogical Relations: The Relevance for Educational Policy and Practice.Morwenna Griffiths - 2013 - Educational Theory 63 (3):221-236.
    In this article Morwenna Griffiths argues that teacher education policies should be predicated on a proper and full understanding of pedagogical relations as contingent, responsive, and adaptive over the course of a career. Griffiths uses the example of the recent report on teacher education in Scotland, by Graham Donaldson, to argue that for all the report's considerable merits, it remains deficient because it does not attend to the complexity and contingency of pedagogical relations. The complexity arises from the existence of (...)
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  5.  28
    Standing Alone: Dependence, Independence and Interdependence in the Practice of Education.Morwenna Griffiths & Richard Smith - 1989 - Journal of Philosophy of Education 23 (2):283–294.
  6.  43
    Educational Relationships: Rousseau, Wollstonecraft and Social Justice.Morwenna Griffiths - 2014 - Journal of Philosophy of Education 48 (2):339-354.
    I consider educational relationships as found in Rousseau's Émile (and elsewhere in his writing) and the critique of his views in Wollstonecraft's A Vindication of the Rights of Women. Wollstonecraft's critique is a significant one, precisely because of her partial agreement with Rousseau. Like Rousseau, her concern is less to do with particular pedagogical techniques or even approaches, more to do with the full complexity of educational relationships. The educational relationships they consider include those between human beings now and in (...)
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  7.  5
    Standing Alone: Dependence, Independence and Interdependence in the Practice of Education.Morwenna Griffiths & Richard Smith - 1989 - Philosophy of Education 23 (2):283-294.
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  8.  36
    Personal Narratives and Policy: Never the Twain?Morwenna Griffiths & Gale Macleod - 2008 - Journal of Philosophy of Education 42 (s1):121-143.
    In this article the extent to which stories and personal narratives can and should be used to inform education policy is examined. A range of studies describable as story or personal narrative is investigated. They include life-studies, life-writing, life history, narrative analysis, and the representation of lives. We use 'auto/biography' as a convenient way of grouping this range under one term. It points to the many and varied ways that accounts of self interrelate and intertwine with accounts of others. That (...)
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  9. Feminisms and the Self: The Web of Identity.Morwenna Griffiths - 1995 - Routledge.
    What does the politics of the self mean for a politics of liberation? Morwenna Griffiths argues that mainstream philosophy, particularly the anglo-analytic tradition, needs to tackle the issues of the self, identity, autonomy and self creation. Although identity has been a central concern of feminist thought it has in the main been excluded from philosophical analysis. _Feminisms and the Self_ is both a critique and a construction of feminist philosophy. After the powerful challenges that postmodernism and poststructuralism posed to liberation (...)
     
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  10.  34
    The Feminization of Teaching and the Practice of Teaching: Threat or Opportunity?Morwenna Griffiths - 2006 - Educational Theory 56 (4):387-405.
    In this essay, Morwenna Griffiths considers the effect of feminization on the practices of education. She outlines a feminist theory of practice that draws critically on theories of embodiment, diversity, and structures of power to show that any practice is properly seen as fluid, leaky, and viscous. Examining different and competing understandings of “feminization”— referring either to the numbers of women in teaching or to a culture associated with women — Griffith argues that concerns about increasing number of women teachers (...)
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  11.  15
    Feminism, Philosophy, and Education: Imagining Public Spaces.Maxine Greene & Morwenna Griffiths - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 73--92.
  12.  14
    Learning to Be in Public Spaces: In From the Margins with Dancers, Sculptors, Painters and Musicians.Morwenna Griffiths, Judy Berry, Anne Holt, John Naylor & Philippa Weekes - 2006 - British Journal of Educational Studies 54 (3):352-371.
    This article reports research in three Nottingham schools, concerned with (1) 'The school as fertile ground: how the ethos of a school enables everyone in it to benefit from the presence of artists in class'; (2) 'Children on the edge: how the arts reach those children who otherwise exclude themselves from class activities, for any reason' and (3) 'Children's voices and choices: how even very young children can learn to express their wishes, and then have them realised through arts projects'. (...)
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  13.  34
    The Teaching of Skills and the Skills of Teaching: A Reply to Robin Barrow.Morwenna Griffiths - 1987 - Journal of Philosophy of Education 21 (2):203–214.
  14.  59
    Is It Possible to Live a Philosophical, Educational Life in Education, Nowadays?Morwenna Griffiths - 2012 - Journal of Philosophy of Education 46 (3):397-413.
    I consider if and how far it is possible to live an educational philosophical life, in the fast-changing, globalised world of Higher Education. I begin with Socrates’ account of a philosophical life in the Apology. I examine some tensions within different conceptions of what it is to do philosophy. I then go on to focus more closely on what it might be to live a philosophical, educational life in which educational processes and outcomes are influenced by philosophy, using examples taken (...)
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  15.  20
    Emotions and Education.Morwenna Griffiths - 1984 - Journal of Philosophy of Education 18 (2):223–231.
  16.  11
    Educational Change and the Self.Morwenna Griffiths - 1993 - British Journal of Educational Studies 41 (2):150-163.
  17.  33
    ‘I Knew Jean-Paul Sartre’: Philosophy of Education as Comedy.Morwenna Griffiths & Michael A. Peters - 2014 - Educational Philosophy and Theory 46 (2):1-16.
    Ludwig Wittgenstein suggests that ?A serious and good philosophical work could be written consisting entirely of jokes?. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ?I knew Jean-Paul Sartre?, trying to trump the discussion. This (...)
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  18.  22
    Love and Social Justice in Learning for Sustainability.Morwenna Griffiths & Rosa Murray - 2017 - Ethics and Education 12 (1):39-50.
    The planet seems to be heading into an ecological catastrophe, in which the earth will become uninhabitable for many species, including human beings. At the same time we humans are beset by appalling injustices. The Rio Declaration which addressed both these sets of problems contains conceptual contradictions about ‘development and ‘nature’. This paper addresses the issue of whether it is logically possible to work for both global justice and ecological sustainability. The article proposes a way of responding to the spirit (...)
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  19. Questions of Personal Autonomy‖.Morwenna Griffiths - 2002 - In K. W. M. Fulford, Donna Dickenson & Thomas H. Murray (eds.), Healthcare Ethics and Human Values: An Introductory Text with Readings and Case Studies. Blackwell. pp. 49.
     
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  20. 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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  21. Self -Determination and Learning to Be Cruel: Gender, Race and the Construction of Self in Relation to Bullying and Harassment in Schools.Morwenna Griffiths - 1998 - European Journal of Women's Studies 5 (2):217-232.
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  22.  18
    Symposium on The New Significance of Learning: Imagination’s Heartwork.Morwenna Griffiths, Kenneth Wain, Bob Davis & Pádraig Hogan - 2013 - Educational Philosophy and Theory 45 (3):334-348.
  23.  41
    Towards a Theoretical Framework for Understanding Social Justice in Educational Practice.Morwenna Griffiths - 1998 - Educational Philosophy and Theory 30 (2):175–192.
  24.  27
    The Powers of Silence.Morwenna Griffiths - 1996 - Journal of Philosophy of Education 30 (3):463–470.
  25.  10
    Why Philosophy Needs Feminism.Morwenna Griffiths - 1989 - Cogito 3 (3):231-236.
  26.  14
    Key Informants’ Perspectives on Teacher Learning in Scotland.Aileen Kennedy, Donald Christie, Christine Fraser, Lesley Reid, Stephen McKinney, Mary Welsh, Alastair Wilson & Morwenna Griffiths - 2008 - British Journal of Educational Studies 56 (4):400-419.
  27. Feminist Politics: Identity, Difference, and Agency.Jutta Weber, Marie-Claire Belleau, Sigal Ben-Porath, Cathryn Bailey, Marlene Benjamin, Morwenna Griffiths, Allison Bailey, Birge Krondorfer, Marjorie Miller, Marla Brettschneider & Amy Baehr - 2007 - Rowman & Littlefield Publishers.
    This anthology of articles provides contemporary international feminist perspectives on issues of identity, agency, and difference as they pertain to both feminist politics in particular, and contemporary western politics more generally.
     
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  28.  18
    Society for Women in Philosophy.Margaret Whitford & Morwenna Griffiths - 1996 - Die Philosophin 7 (13):130-132.