Zobrazeno 1 - 10
of 54
pro vyhledávání: '"Richard D. Sawyer"'
Autor:
Richard D. Sawyer, Daniel Ness
Publikováno v:
Northwest Journal of Teacher Education, Vol 17, Iss 3 (2022)
In this special issue, we present different perspectives from a documentary project on curricular epistemicide. We view curriculum epistemicide —the annihilation of curriculum—as an embodied process. It limits ways of knowing, questioning, and en
Externí odkaz:
https://doaj.org/article/93a9d80ffd0d441d8077ced36116a621
Autor:
Daniel Ness, Richard D. Sawyer
Publikováno v:
Northwest Journal of Teacher Education, Vol 17, Iss 3 (2022)
The authors explore a possible cause of epistemicidal predispositions of the dominant Eurocentric curricula. They posit that one way to determine a plausible contributing factor of this increasing devastation is to consider epistemicide through the l
Externí odkaz:
https://doaj.org/article/dc4771cc6d9e451cb49682bc36a5e131
Publikováno v:
International Journal of Qualitative Methods, Vol 11 (2012)
This article first presents a study of two educational researchers' history and curriculum of colonialism. Using a process of duoethnography, we engage in dialogic and collaborative personal ethnographies in which we contrast and analyze critical edu
Externí odkaz:
https://doaj.org/article/a16b4e175d8c45c8855e3b9ea18b704a
Autor:
Jason Margolis, Richard D. Sawyer
Publikováno v:
Northwest Journal of Teacher Education, Vol 5, Iss 1 (2007)
As incoming editors of The Northwest Passage, we would like to welcome you to the latest edition of and vision for the journal. We would like to begin by thanking the two previous editors and executive editor of the journal, Drs. Sue Barfield and Jud
Externí odkaz:
https://doaj.org/article/2f0806ca4ffa46579ef1df8f04197381
Autor:
Richard D. Sawyer
Publikováno v:
Education Policy Analysis Archives, Vol 9, p 38 (2001)
The following narratives examine three teachers over a course of ten years as they first entered teaching and began to collaborate with other teachers on curriculum. Specifically, the study examines how the teachers 1) developed as collaborators and
Externí odkaz:
https://doaj.org/article/33f1aa013d294dbda7fc682a86ecdef4
Autor:
Richard D. Sawyer, Joe Norris
Duoethnography is a collaborative research methodology in which two or more researchers engage in a dialogue on their disparate histories in a given phenomenon. Their goal is to interrogate and re-conceptualize existing beliefs through a conversation
Duoethnography is a collaborative research methodology in which two or more researchers juxtapose their life histories in order to provide multiple understandings of a social phenomenon. Using their own biographies as sites of research and creating d
Publikováno v:
Scholarly Publication Trajectories of Early-career Scholars ISBN: 9783030857837
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f2cefe207d2b48bb55a0e73f5ffb0765
https://doi.org/10.1007/978-3-030-85784-4_17
https://doi.org/10.1007/978-3-030-85784-4_17
Autor:
Richard D. Sawyer, John Joseph Norris
This chapter summarizes the advancement of duoethnography throughout its fifteen-year history, employing examples from a variety of topics in education and social justice to provide a wide range of approaches that one may take when conducting a duoet
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d2505a96e0617353507f04d201a9af61
https://doi.org/10.1093/oxfordhb/9780190847388.013.1
https://doi.org/10.1093/oxfordhb/9780190847388.013.1
Autor:
Richard D. Sawyer
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 119:1-36
This article examines 24 teachers’ perceptions of their curriculum and curricular choices over their first 11 years of teaching. Adaptive expertise and teacher visioning were used as a conceptual frameworks. A theme of diversity runs through the al
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cd0e96b6824bd38778a5a78b9e537883
https://doi.org/10.1177/016146811711901401
https://doi.org/10.1177/016146811711901401