Pedagogy, Culture & Society

  Vol. 31, n°4, 06/2023

 

• The brutality of normalcy: schooling in My Friend Dahmer, Roger Saul
• Preservice teachers’ perezhivanie and epistemic agency during the practicum, Hongzhi Yang & Lina Markauskaite
• Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend, Daron Benjamin Loo & Jariya Sairattanain
• Refugee education in Turkey: barriers and suggested solutions, S. Celik, N. Kardaş İşler & D. Saka
• High school student perspectives on flipped classroom learning, Oscar Ölmefors & Jan Scheffel
• Strangers everywhere? Home and unhomeliness in newly arrived pupils’ narratives on exile, Robert Aman & Magnus Dahlstedt
• Moving beyond debunking conspiracy theories from a narrow epistemic lens: ethical and political implications for education, Michalinos Zembylas
• Why education should engage in the inner curriculum of the mind, Martin Harant
• The weird, eerie, exit pedagogy of Mark Fisher, Nicholas Stock
• The agents of autonomy in decolonising pedagogy: an analysis of autonomy-facilitating approaches to anti-deficit, critical, and culturally responsive education for marginalised women in Ontario, Canada, Farra Yasin
• Learning “what it’s like to be someone else apart from yourself”: developing holistic empathy with process drama, Trish Wells, Susan Sandretto & Jane Tilson
• Ordinary affect and its powers: assembling pedagogies of response-ability, Dianne Mulcahy & Sarah Healy
• Reframing civic education through hip-hop artistic practices: an empowerment and equity based learning model for black adolescents, Jabari Evans
• A third space pedagogy: embracing complexity in a super-diverse, early childhood education setting, Christina Tatham-Fashanu

Book Review

• The sublime object of education. Lacan and education policy: the other side of education, by Matthew Clarke, London, Bloomsbury, 2019; 180 pp., Geoff Bunn & Susanne Langer

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