Session Information
13 SES 04A, The Art of Teaching
Paper Session
Contribution
Expected Outcomes
References
Beach, D. (2005). The problem of How Learning Should Be Socially Organized. Reflectice Practice, 6(4). Bleakely, A. (2000). Writing with Invisible Ink: Narrative, Confessionalism and Reflective Practice. Reflective Practice, 1(1). Burchell, G. (Ed.)(1991). The Foucault Effect: Studies in Governmentality. Chicago & London: University of Chicago Press. Butler, J. (1993). Bodies that Matter. New York & London: Routledge. Carr, W., Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. London: The Falmer Press. Cavarello Johnson, H. (2002). Taking Up a Post-Personal Position in Reflective Practice: One Teacher’s Accounts. Reflective Practice, 3(1). Derrida, J. (1997). Of Grammatology. Baltimore: John Hopkins University Press. Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. New York: The Free Press. Dewey, J. (1960). How We Think. Lexington: D. C Health and Company [originally published 1933]. Erlandson, P. (2005). The Body Disciplined: Rewriting Teaching Competence and the Doctrine of Reflection. Journal of Philosophy of Education 39(4). Erlandson, P. (2006). Giving Up the Ghost: the Control-Matrix and Reflection-in-Action. Reflective Practice, 7(1). Erlandson, P. (2007) Docile Bodies and Imaginary minds – on Schöns Reflection-in-action. Gothenburg: Acta Universitatis Gothoburgensis (257). Fenstermacher, G. D. (1988). The place of science and epistemology in Schön´s Conception of Reflective Practice? In R. T. Clift, W. R. Houston, M. C. Pugach (Ed.). Encouraging Reflective Practice in Education. New York: Teachers College press. Foucault, M. (1993). About the Beginning of the Hermeneutics of the Self (Transcription of two Lectures in Dortmouth on 17 and 24 November 1980), (Ed.). M. Blasius, Political Theory 21(2). Foucault, M. (1991). Discipline and Punish. London: Peguin. Grimmett, P. P. & Erickson, G. L. (Ed.). (1988). Reflection in Teacher Education. New York: Teachers College press. Johnson, M. (1989). Embodied Knowledge. Curriculum Inquiry, 19(4). Kalmbach Phillips, D. (2002). Speaking What I Speak, Speaking Words Not My Own: Hypomnemata in practice. Reflective Practice, 3(3). Kannepalli Kanth, R. (1997). Breaking with the Enlightenment: The Twilight of History and the Rediscover of Utopia. New Jersey: Humanities Press. Laclau, E., Mouffe, C. (1985). Hegemony & Socialist Strategy: Towards a Radical Democratic Politics. New York: Verso. Lemke, T. (2000). Foucault, Governmentality, and Critique. Paper Presentation. Rethinking Marxism Conference, Amherst, 21-24 Sept. Lemke, T. (2001). The Birth of Bio-Politics’: Michel Foucault’s Lecture at the Collège de France on Neo-liberal governmentality. Economy and Society, 30 (2). Mahon, M. (1992). Foucault’s Nietzschean Genealogy: Truth, Power, and the Subject. New York: State University of New York Press. McIntyre, D. (1993). Theory, Theorizing and Reflection in Initial Teacher Education. In J. Calderhead & P. Gates (Ed.). Conceptualizing Reflection in Teacher Development. London: The Falmer Press. McIntyre, M., Cole, A.L. (2001). Conversations in Relation: The Research Relationship in/as Artful Self-Study. Reflective Practice, 2(1). Merleau-Ponty, M. (1962). Phenomenology of Perception. New York & London: Routledge. Newman, S. (1999). Philosophy and Teacher Education: a Reinterpretation of Donald A. Schön’s Epistemology of Reflective Practice. Aldershot and Brooksfield: Ashgate Publishing Company. Nietzsche, F. (1996). On the Genealogy of Morals. Oxford & New York: Oxford University Press. Olssen, M. (2004). Foucault and Marxism: Rewriting the Theory of Historical Materialism. Policy Futures in Education, 2(3&4). Ottensen, E. (2007). Reflection in Teacher Education. Reflective Practice 8(1) Peters, M. (2004). Citizen-Consumers, Social Markets and the Reform of Public Services. Policy Futures in Education, 2(3&4). Peters, M. (2005). Education, Freedom and Power: Third Way Governmentality, Citizen-Consumers and the Social Market. Paper Presentation, ECER, Dublin, 2005 7-10 Sept. Plato. (1997). The Republic. Hertfordshire: Wordsworth Editions Ltd. Rorty, R. (1979). Philosophy and the Mirror of Nature. Princeton: Princeton University Press. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. Schön, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in Professions. San Francisco: Jossey-Bass. Schön, D. A. (Ed.). (1990). The Reflective Turn: Case Studies in and on Educational Practice. New York: Teachers College Press. Schön, D. A. (1992). The Theory of Inquiry: Dewey’s Legacy to Education. Curriculum Inquiry, 22(2). Taylor, C. (1991). Overcoming Epistemology. In K. Baynes, Bohman, J. & T. McCarthy (Ed.). After Philosophy. End or Transformation? London: The MIT press. Tiles, J. E. (1988). Dewey. New York & London: Routledge. van Manen, M. (1995). On the Epistemology of Reflective Practice. Teachers and Teaching: Theory and Practice, 1(1). Wideen, M. F. & Grimmett, P. P. (Ed.). (1995). Changing Times in Teacher Education. London: The Falmer Press. Wittgenstein, L. (1997). Philosophical Investigations. Oxford: Blackwell. Zeichner, K. M. & Tabachinick, B. R. (1991). Reflections on Reflective Teaching. In B. R. Tabachinick & K. Zeichner (Ed.). Issues and Practices in Inquiry-Oriented Teacher Education. London: The Falmer press. Žižek, S. (2004). Organs Without Bodies: On Deleuze and Consequences. New York & London: Routledge.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.