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  1.  23
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  2.  13
    Short Cuts and Extended Techniques: Rethinking Relations Between Technology and Educational Theory.Kurt Thumlert, Suzanne de Castell & Jennifer Jenson - 2015 - Educational Philosophy and Theory 47 (8):786-803.
    Building upon a recent call to renew actor-network theory for educational research, this article reconsiders relations between technology and educational theory. Taking cues from actor-network theorists, this discussion considers the technologically-mediated networks in which learning actors are situated, acted upon, and acting, and traces the novel positions of creative capacity and participation that emerging media may enable. Whereas traditional theories of educational technology tend to focus on the harmonization of new technologies with extant curricular goals and educational practices, an educational (...)
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  3.  10
    On Writing of Theory and Practice.Suzanne de Castell - 1989 - Journal of Philosophy of Education 23 (1):39–49.
  4.  1
    Re-Mediating Research Ethics: End-User License Agreements in Online Games.Suzanne de Castell, Nicholas T. Taylor & Florence M. Chee - 2012 - Bulletin of Science, Technology and Society 32 (6):497-506.
    This article is a theoretical and empirical exploration of the meaning that accompanies contractual agreements, such as the End-User License Agreements that participants of online communities are required to sign as a condition of participation. As our study indicates, clicking “I agree” on the often lengthy conditions presented during the installation and updating process typically permits third parties to monitor the digitally-mediated actions of users. Through our small-scale study in which we asked participants which terms of EULAs they would find (...)
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  5.  66
    En/Gendering Equity: On Some Paradoxical Consequences of Institutionalized Programs of Emancipation.Mary Bryson & Suzanne de Castell - 1993 - Educational Theory 43 (3):341-355.
  6. Culture, Art, and Representation.Suzanne de Castell - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge.
     
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  7.  15
    Education as a Socio‐Practical Field: The Restructuring of Educational Theory.Suzanne de Castell & Helen Freeman - 1978 - Educational Philosophy and Theory 10 (2):1–25.
  8.  17
    Paying Attention to Attention: New Economies for Learning.Suzanne de Castell & Jennifer Jenson - 2004 - Educational Theory 54 (4):381-397.
  9.  4
    Textuality and the Designs of Theory.Suzanne de Castell - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge.
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