Education, Theory and Pedagogies of Change in a Global Landscape

Where does theory come from in educational research and how is it operationalized in diverse, interdisciplinary contexts and professional settings? This volume examines the places and spaces of theory in doctoral work across a wide range of interdisciplinary themes and fields of inquiry on a global scale.

Autorentext
Mary Frances Agnello, Akita International University, Japan Annouchka Bayley, Warwick University, UK Mari Cruice, Roehampton University, UK Simone Galea, University of Malta John Hammond, Kingston University, UK Sanne Haase, Aarhus University, Denmark Xiang Li, University of Calgary, Canada Karen McNerney, Northwood Prep, UK Gill Nah, University for the Creative Arts, UK Victoria Perselli, Kingston University, UK

Inhalt

Preface: Disjuncture; Victoria Perselli,

1. Theory, Theorising and Pedagogies of Change; Victoria Perselli

2. Engendering Knowledge: Education, the Maternal and Doing Research with Women; Simone Galea

3. Negotiating Gender Concepts and Critical Pedagogy: A Reflective Account of Doctoral Research in Physiotherapy; John A. Hammond

4. Troubling Critical Management Learning with Theatre and Performance Practice: Inter- and Transdisciplinary Approaches to Curriculum Design; Annouchka C. Bayley

5. Lessons from Te Whariki: Insights into the Relevance of Vygotsky's Sociocultural Theory in the Debate about 'Schoolification' of Early Childhood; Karen McNerney

6. 'Finding Foucault': Contextualizing Power in the Curriculum through Reflections on Students' Dialoguing about Foucauldian Discourses; Mary Frances Agnello

7. Rethinking Advanced Culture: A China Charactised Bricolage; Xiang Li

8. Teaching in Higher Education: Deriving a Context Specific Knowledge-Base through Praxis; Gill Nah

9. Setting a New Course or Stepping out of Line? Challanges to Previously Disconnected Theoretical Fields in a Danish Profession-Oriented Higher Education Context; Sanne Haase

10. Keeping the Lights on: A Play in Two Acts; Mari Cruice