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Reconfiguring Antiracism: Cyborgs, Response-ability, and Canada's Parliament Hill
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| 2 |
Manual praxis and language-production networks: An fMRI dataset ...
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A Dialectical Relationship of Hegemony and Language in Marxism: Gramsci, Voloshynov, Pasolini ; Діалектичний зв’язок гегемонії та мови у марксизмі (Ґрамші, Волошинов, Пазоліні)
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In: Наукові записки НаУКМА. Філософія та релігієзнавство; Том 7 (2021): Наукові записки НаУКМА. Філософія та релігієзнавство; 30-45 ; NaUKMA Research Papers in Philosophy and Religious Studies; Vol. 7 (2021): NaUKMA Research Papers in Philosophy and Religious Studies; 30-45 ; 2617-5703 ; 2617-1678 (2021)
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The Boal-Freire Nexus: Rehearsing Praxis, Imagining Liberation in Bilingual Teacher Education
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In: L2 Journal, vol 12, iss 2 (2020)
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Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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Paulo Freire as Learning Theorist
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In: Adult Education Research Conference (2019)
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Проблема тела в философии К. Маркса ... : THE PROBLEM OF THE BODY IN THE KARL MARX’S PHILOSOPHY ...
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Theorizing Social Justice: Funds of Knowledge as Praxis
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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Homo faber revisited: Postphenomenology and material engagement theory
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Le français tchaté des souffrants sous l’effet de l’immédiateté d’un genre bref
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In: In France Dhorne (dir.), Le Genre bref : son discours, sa grammaire, son énonciation. Actes du colloque, Aoyama, Editions de l'université Aoyama Gakuin ; Colloque international Le genre bref : son discours, sa grammaire, son énonciation ; https://hal.univ-lorraine.fr/hal-01719480 ; Colloque international Le genre bref : son discours, sa grammaire, son énonciation, Université Aoyama Gakuin (Tokyo, Japon), Mar 2017, Tokyo, Japon. pp.205-224 ; http://www.cl.aoyama.ac.jp/french/2018/conference/actes-colloque-genre-bref.pdf (2017)
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| 11 |
As Variações Linguísticas e suas Implicações na Prática Docente ; Linguistic variations and their implications in the teaching practice
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| 12 |
Myth and enlightenment: necessity, history, and agency in Shelley’s poetry and prose
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| 13 |
Electracy in Praxis: Pedagogical Relays for an Undergraduate Writing Curriculum
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| 14 |
La documentation linguistique des langues menacées et la vraie vie…
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In: Documentation et revitalisation des "langues en danger". Épistémologie et praxis ; https://halshs.archives-ouvertes.fr/halshs-01252063 ; LÉONARD Jean Léo et Karla Janiré AVILÉS GONZÁLEZ. Documentation et revitalisation des "langues en danger". Épistémologie et praxis, Michel Houdiard Editions, pp.53-79, 2015, 978 2 35692 137 6 (2015)
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Running head: SUBJUGATION IS A VOCABULARY WORD
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In: http://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article%3D1060%26context%3Djpme (2015)
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| 16 |
La documentation linguistique des langues menacées et la vraie vie…
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In: Documentation et revitalisation des "langues en danger". Épistémologie et praxis ; https://halshs.archives-ouvertes.fr/halshs-01252063 ; LÉONARD Jean Léo et Karla Janiré AVILÉS GONZÁLEZ. Documentation et revitalisation des "langues en danger". Épistémologie et praxis, Michel Houdiard Editions, pp.53-79, 2015, 978 2 35692 137 6 (2015)
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| 17 |
(In)sights from 40 years of practitioner action research in education: perspectives from the US, UK and Australia
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Abstract:
This book advocates practitioner research as a vehicle for transformation and change in early childhood settings. This chapter draws on the rich history of practitioner research in schools to suggest some (in)sights - both personal (in) and theoretical (sights) - gained over the past 40 years of practitioner action research in education that might be salient for early childhood educators embarking on practitioner research. In the first part, we provide a brief history of practitioner inquiry and action research in schools, drawing on traditions developed in the United States, United Kingdom Australia. In the second section, we contrast these traditions with the recent 'evidence-based practice' turn in education, arguing that the best practitioner action research is critical, emancipatory, contextual and generative, focusing on problematisation of practice as opposed to solving either real or 'manufactured' problems. We then draw on our personal experiences - as practitioner researchers and academic partners to practitioner researchers in school contexts - to provide illustrations of approaches to practitioner action research that, we consider, move beyond 'evidence-based practice', before concluding with some observations that we hope might support our early childhood colleagues. Before we begin, however, a note about terminology. A useful summary of the way the term 'practitioner research' is used was given by Cochran-Smith and Lytle (2007: 25), who described it as 'a conceptual and linguistic umbrella to refer to a wide array of education research modes, forms, genres, and purposes'. They argued that the expression encompasses a range of educational research methods such as: action research; teacher research; self-study; narrative (or autobiographical) inquiry; the scholarship of teaching and learning; and the use of teaching as a context for research (Cochran-Smith and Lytle, 2007). In a comparable article Zeichner and Noffke (2001: 7) made their own list of practitioner research traditions that developed through decades of 'evolution and contestation'. These include: 'the action research tradition; the British teacher-as researcher movement and the participatory action research movement in Australia; and the teacher researcher movement in North America'. It is the US, UK and Australian traditions that we pay particular attention to in this chapter. That is not to say that expressions of action research developed elsewhere are not noteworthy or significant but that, in providing a background to practitioner research, these contexts afford us enough scope to explore the traditions that have most influenced our own experiences of and beliefs about practitioner research Australia.
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Keyword:
evidence-based practice; practitioner research; praxis; reflexive inquiry
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URL: http://hdl.handle.net/1959.13/1316480
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| 18 |
Critical Praxis for Researched Writing: A Rhetorical Model for Teaching Students to "Do Research"
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In: Journal of Teaching Writing; Vol. 28 No. 2 (2013); 41-66 ; 2374-2852 ; 0735-1259 (2015)
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Nakem pedagogy (soul consciousness) and constitutive elements of nakem praxis
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