Titlebook: Educational Research: Discourses of Change and Changes of Discourse; Paul Smeyers,Marc Depaepe Book 2016 Springer International Publishing

satisficer

书目名称Educational Research: Discourses of Change and Changes of Discourse影响因子(影响力)




书目名称Educational Research: Discourses of Change and Changes of Discourse影响因子(影响力)学科排名




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书目名称Educational Research: Discourses of Change and Changes of Discourse被引频次




书目名称Educational Research: Discourses of Change and Changes of Discourse被引频次学科排名




书目名称Educational Research: Discourses of Change and Changes of Discourse年度引用




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书目名称Educational Research: Discourses of Change and Changes of Discourse读者反馈学科排名

不可比拟

https://doi.org/10.1007/978-3-030-05351-2ion of the future (and past) offered by creativity experts succumbs to the nihilism so often described by Nietzsche. In the second part of the paper I draw on Stanley Cavell’s chapter ‘Philosophy the Day After Tomorrow’ (from a book with the same name) to consider a future oriented arts education that may not fall victim to nihilism.

Adjourn

https://doi.org/10.1007/978-981-10-2004-9 seem to characterise the university .: namely, of tiredness, stress, and not feeling at home. The concluding section relates the analysis of this first change of discourse to the second change identified, from learner to researcher as the subject position required of us all.

invade

https://doi.org/10.1007/978-981-97-0331-9nt. Following from this, three theoretical perspectives on discourse are explicated and applied. These are from James Gee and via Michel Foucault, Hayden White and Ian Hacking. Three ‘theories’, of use, of identity, and function emerge whose understanding particularly problematizes a teacher education emphasis on agency.

600

,‘Too Busy for Thoughts’: Stress, Tiredness and Finding a Home in the University, seem to characterise the university .: namely, of tiredness, stress, and not feeling at home. The concluding section relates the analysis of this first change of discourse to the second change identified, from learner to researcher as the subject position required of us all.

Phonophobia

Phonophobia

Creativity, Education and the Future,ion of the future (and past) offered by creativity experts succumbs to the nihilism so often described by Nietzsche. In the second part of the paper I draw on Stanley Cavell’s chapter ‘Philosophy the Day After Tomorrow’ (from a book with the same name) to consider a future oriented arts education that may not fall victim to nihilism.

类型

Book 2016 It examines a wide variety of issues such as girls’ education in France, educational neuroscience, the professionalization in Child Protection, and mathematics discourses. It pays attention to the pervasiveness of crisis rhetoric in American Education Research, to the current university climate, an

ATP861

Educational Research: Discourses of Change and Changes of Discourse978-3-319-30456-4Series ISSN 1878-9447 Series E-ISSN 2543-0653

儿童

Heavy Metal Stress and Crop Productivity,d. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. Are these expectations justified? How have these discourses of change themselves changed over time? What have researchers meant by ch