Pedagogy, Culture & Society

  Vol. 30, n°4, 07/2022

 

• ‘Problematising’ policy in practice: principals’ perceptions of inclusion in an era of test-based accountability, Ian Hardy & Stuart Woodcock
• You must learn: sampling critical hip hop pedagogy in communication education spaces, George Villanueva
• Education as fiction: market ideology and best teacher awards, Patricia Digón-Regueiro & Concepción Sánchez-Blanco
• Lively Emu dialogues: activating feminist common worlding pedagogies, Mindy Blaise & Catherine Hamm
• Learning hierarchy and displacing conviviality: time and subjectivity in the neoliberal kindergarten, Maria Kromidas
• ‘Troubling men who teach young children’: masculinity and the paedophilic threat, Shaaista Moosa & Deevia Bhana
• Shared discursive history, rethinking teachers as role models, Patricia Alexander
• Writing-based professional learning in communities: praxis perspectives from Israel and Australia, Graham Parr, Nikki Aharonian & Helen Woodford
• The sonic aesthetics of writing: pedagogy, timbre, and thought, Derek R. Ford
• Empowerment(s) in practice: reading literature in a critical space, Elin Sundström Sjödin
• Young people producing nation in Chilean schools, César Augusto Ferrari Martinez, Olga Espinoza Aros & Claudia Matus

https://www.tandfonline.com/toc/rpcs20/current