Session Information
14 SES 09, Space and Time: Critical Contexts for Educational Research in Schools and Communities
Symposium
Contribution
Method
Expected Outcomes
References
References Ailwood, J. (2000) Time, space and mobility in a globalizing world: What's in it for young children? Discourse: Studies in the Cultural Politics of Education 21(1) 105-111 Author (in press) Bakhtin, M.M. (1981). Forms of time and the chronotope in the novel. In M. Holquist (Ed.); C. Emerson & M. Holquist (Trans.) The Dialogic Imagination. Austin, TX: University of Texas Press, pp. 84-258. Chawla, L. (Ed.). (2002). Growing up in an urbanising world. London: UNESCO and Earthscan. Christensen, P. & O’Brien, M. (Eds.) (2003). Children in the city: Home, neighbourhood and community. London & New York: Routledge Falmer. Comber, B. (2001). Critical literacies and local action: Teacher knowledge and a 'new' research agenda. In B. Comber, B. & A. Simpson (Eds.) Negotiating critical literacies in classrooms. Mahwah: Lawrence Erlbaum. Comber, B. & Nixon, H. (2005). Children re-read and re-write their neighbourhoods: critical literacies and identity work. In J. Evans (Ed.) Literacy moves on: Using popular culture, new technologies and critical literacy in the primary classroom (pp. 127-148). Portsmouth, NH: Heinemann. Comber, B. Nixon, H., Ashmore, L., Loo, S., & Cook, J. (2006). Urban renewal from the inside out: Spatial and critical literacies in a low socioeconomic school community. Mind, Culture and Activity, 13(3), pp. 228-246. Corsaro, W. (Ed.). (2005). The sociology of childhood (2nd ed.). Thousand Oaks, CA: Pine Forge Press. Derr, T. (2006). 'Sometimes birds sound like fish': Perspectives on children's place experiences. In C. Spencer & M. Blades (Eds.), Children and their environments: Learning, using and designing spaces (pp. 108-123). Cambridge: Cambridge University Press. Francis, M., & Lorenzo, R. (2006). Children and city design: proactive process and the 'renewal' of childhood. In C. Spencer & M. Blades (Eds.), Children and their environments: Learning, using and designing spaces (pp. 217-237). Cambridge: Cambridge University Press. Gonzalez, N., Moll, L., & Amanti C. (2005) (eds) Funds of Knowledge: Theorizing Practices in Households, Communities and Classrooms. Rahway, NJ: Lawrence Erlbaum Ass. Gregory, E. (2008) Learning to Read in a New Language: Making Sense of Words and Worlds 2nd Edition London: Sage Publications Heath, S. (1982) Ways With Words Cambridge: Cambridge University Press. Heft, H., & Chawla, L. (2006). Children as agents in sustainable development: the ecology of competence. In C. Spencer & M. Blades (Eds.), Children and their environments: Learning, using and designing spaces (pp. 199-216). Cambridge: Cambridge University Press. Horelli, L. (2006). A learning-based network approach to urban planning with young people. In C. Spencer & M. Blades (Eds.), Children and their environments: Learning, using and designing spaces (pp. 238-255). Cambridge: Cambridge University Press. Hymes, D. ed. (1996) Ethnography, Linguistics, Narrative Inequality: Towards an Understanding of Voice. London: Routledge. James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. New York: Teachers College Press. Jenks, C. (2005). Childhood (2nd ed.). Abingdon, Oxon; New York: Routledge. Leander, K. & Sheehy, M. (2004). Spatializing literacy research. New York: Peter Lang. Lemke, J. (2000). Across scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273-290. Lemke, J. (2005). Place, pace, and meaning: Multimedia chronotopes. In R.H. Jones & S. Norris (Eds.) Discourse in action. London, Routledge, 111-122. Malone, K. (Ed.). (2007). Child space. New Delhi: Concept Publishing Company. Mannion, G., Ivanic, R. & the LfFE Research Group (2007) Mapping literacy practices: theory, methodology, methods. International Journal of Qualitative Research in Education 20(1) 15-30 McLaren, P. (1998). Revolutionary pedagogy in post-revolutionary times: Rethinking the political economy of critical education. Education Theory, 48(4), 431-462. McNaughton, S. (2001). Co-constructing Expertise: The development of parents’ and teachers’ ideas about literacy practices and the transition to school. Journal of Early Childhood Literacy, 1(1), pp. 40-58. Morgan, J. (2000). Critical pedagogy: The spaces that make a difference. Pedagogy, Culture and Society, 8(3), 273-289. Neuman, S. and Celano, D. (2001). Access to Print in Low-Income and Middle-Income Communities: an ecological survey study of four neighbourhoods. Reading Research Quarterly, 36(1), pp. 8-26. Prout, A. (2005). The future of childhood : towards the interdisciplinary study of children London & New York: RoutledgeFalmer. Reay, D. (2000). Children’s urban landscapes: configurations of class and place (pp.151-164). In S.R. Munt (Ed.) Cultural studies and the working class. London: Cassell. Ricoeur, P. (1980) On narrative. Critical Inquiry 7(1) 169-190. Ryan, M. (2007) Diagramming narrative. Semiotica 175(1-4) 11-40. Saldanã, Johnny (2003). Longitudinal research: Analyzing change through time. Walnut Creek, CA: Altamira Press. Scourfield, Dicks, Drakeford & Davies, A. (2006). Children, place and identity. London: Routledge. Spencer, C. & Blades, M. (Eds.) (2006) Children and their environments: Learning, using and designing spaces. Cambridge: Cambridge University Press. Spradley, J.P. (1979) The Ethnographic Interview. London: Harcourt Brace. Sutton, S., & Kemp, S. (2006). Young people's participation in constructing a socially just public sphere. In C. spencer & M. Blades (Eds.), Children and their environments: Learning, using and designing spaces (pp. 256-276). Cambridge: Cambridge University Press.
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