Zobrazeno 1 - 10
of 76
pro vyhledávání: '"Naomi Hodgson"'
Publikováno v:
Teoría de la Educación: Revista Interuniversitaria, Vol 32, Iss 2, Pp 7-11 (2020)
A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Critical Pedagogy elaborado por los profesores Naomi Hodgson, Joris Vlieghe y Piotr Zamojski. Posteriormente se publicó en 2017 con respuestas de Tyson Lew
Externí odkaz:
https://doaj.org/article/a3e7ea6bf9e442fdbad674eaf7a4126c
Publikováno v:
Teoría de la Educación: Revista Interuniversitaria, Vol 32, Iss 2, Pp 13-23 (2020)
In this introduction we give an account of the reasons for writing the Manifesto for a Post-Critical Pedagogy. These stem from our experiences in the field of educational research, as well as our work with teachers and future teachers, which we felt
Externí odkaz:
https://doaj.org/article/985191f0f1f146f7855a5b115ec706e2
Publikováno v:
Foro de Educación, Vol 16, Iss 24, Pp 7-20 (2018)
Sharing with critical pedagogy the belief that there is no necessity in the given order of things, and that we can always begin anew with the world, the post-critical educational philosophy articulated here seeks to overcome the internal contradictio
Externí odkaz:
https://doaj.org/article/5ac19a383f564cdcbeaef133a00b85a6
Autor:
Simons MAARTEN, Naomi HODGSON
Publikováno v:
Teoría de la Educación: Revista Interuniversitaria, Vol 24, Iss 1, Pp 19-40 (2013)
The article focuses on the way in which voice operates within the current discourse of democracy, citizenship, and learning. Based on an analysis of «learning devices» and «citizenship devices» we will show that the individual is asked to articul
Externí odkaz:
https://doaj.org/article/4ca6625266ec4922887658cb8e2b88c2
‘The unbearable surplus of being human’: Happiness, virtues and the delegitimisation of the negative
Autor:
Naomi Hodgson
Publikováno v:
Journal of Philosophy of Education. 56:560-573
The increased governmental focus on happiness since the late 1990s, and particularly since the economic crash of 2008, has been informed predominantly by a conceptualisation of happiness promoted by the field of positive psychology, and adopted and d
Im Manifest für eine postkritische Pädagogik legen wir fünf Grundsätze dar, die nicht zu einer Bildung als Mittel zur Erreichung eines zukünftigen Zustands aufrufen, sondern vielmehr jene Bildungspraktiken manifestieren, die heute existieren und
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6fb32be637a5217672bde4f1a1432682
https://doi.org/10.14361/9783839459799-002
https://doi.org/10.14361/9783839459799-002
Autor:
Stefan Ramaekers, Naomi Hodgson
Publikováno v:
Ethics and Education. 15:391-412
In recent years a tightening of safeguarding legislation and protocols that overlap with anti-terror legislation have given particular shape to discourses and practices of risk management and early...
Autor:
Naomi Hodgson, Stefan Ramaekers
Publikováno v:
Studies in Philosophy and Education. 39:345-348
Alexis Gibbs’ sympathetic and insightful review raises important questions about the claims and the aim of our analysis in the book and we hope this response only furthers an ongoing conversation on the issues we raise. In what follows we address a
Autor:
Stefan Ramaekers, Naomi Hodgson
Publikováno v:
Families, Relationships and Societies. 9:107-124
In educational research, digital technology has received considerable attention, and in early childhood studies this has largely focused, understandably, on children. Our concern here is with the figure of the parent and on a specific digital technol
Autor:
Naomi Hodgson
Publikováno v:
Educational Review. 72:665-667
James Scott Johnston’s book title might suggest a focus on substantive educational or conceptual problems in philosophy of education – citizenship education, environmental education, digitisation, ...