Pedagogy, Culture & Society
Vol. 33, n°2,
- Intra-generational encounters with balloons and bread rolls: exploring reciprocity in post/age spaces, Lois Peach & Joanna Haynes
- Capturing the protective value of culture: The ‘Deadly Gaming’ pilot, Troy Meston, Julie Ballangarry, Harry Van Issum, Helen Klieve, Courtney Smith & Tasha Riley
- Comparing student agency in an ethnically and culturally segregated society: How Estonian and Russian speaking adolescents achieve agency in school, Maria Erss
- I just saved you – does it matter what I look like? Reading and discussing feminist fairy tales with a group of 12-year-old girls, Mette Lindahl-Wise
- The ’every day’ of polarisation in schools; understanding polarisation as (not)dialogue, Mariëtte de Haan
- Care of the profession: teacher professionalism and learning beyond performance and compliance, Fleur Diamond & Scott Bulfin
- Creating equity for ethnically, linguistically, and religiously diverse students in school settings in the Myanmar public schools, Z Ja Htu Aung, Melissa M. Barnes, Sun Yee Yip & Eisuke Saito
- Knowing-being-doing with digital stories: affective and collective potentialities in the higher education classroom, Eva Neely, Andrea LaMarre, Liz McKibben, Katie Sharp & Shirley Simons
- Knowledge-based resistance: the role of professional organisations in the struggle against statutory assessments in England, Diego Santori & Jessica Holloway
- Curious care: tacit knowledge and self-trust in doctoral training, Timothy Laurie & Liam Grealy
- Topologies of belonging in the digital university, Karen Gravett, Rola Ajjawi & Sarah O Shea
- Skateparks as communities of care: the role of skateboarding in girls’ and non-binary youth’s mental health recovery during lockdown, Sheryl Clark & Esther Sayers
- ‘You think you know, but you have no idea’: on anger, critical pedagogy and the dilemmas of being a teaching artist, Shari Sabeti
- The manifestations of universality and cultural specificity in national curriculum policy frameworks: negotiations for culturally reflective practice in early childhood education, Yuwei Xu, Clare Brooks, Jie Gao & Eleanor Kitto
- Reflexivity as a pedagogical act: unveiling the self in the shadows of complicity and coloniality in teaching and academia, Yulian Fernando Segura Castillo
- Interculturality, native-speakerism and authenticity: paradoxes in Indonesia’s EFL pedagogy, Muhammad Iwan Munandar
- A context-specific exploration of teacher agency in the promotion of movement and physical activities in early childhood education and care settings, Charla Rochella S. Saamong, Czarecah T. Oropilla, Alfredo Bautista & Catherine M. Capio
- Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia, Jorge Chávez Rojas, Juan Pablo Barril, Tatiana López Jiménez, Marc Clarà, Fabiano Silvestre Ramos, Karen Peel & Bernardita Justiniano
- Framing Black feminist pedagogy through the contours of Black feminist thought: Black feminist praxis in and beyond the traditional classroom, ArCasia D. James-Gallaway
- Teaching about political violence in Canada: the everyday diplomatic challenges and strategies of secondary teachers, Sigrid Roman
Δεν υπάρχουν σχόλια:
Δημοσίευση σχολίου