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Educating flexible souls

In Kenneth Hultqvist & Gunilla Dahlberg (eds.), Governing the Child in the New Millennium. Routledge. pp. 119--142 (2001)

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  1. Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning. [REVIEW]Stephen Vassallo - 2012 - Studies in Philosophy and Education 32 (6):563-580.
    In the educational psychology literature, self-regulated learning is associated with empowerment, agency, and democratic participation. Therefore, researchers are dedicated to developing and improving self-regulated learning pedagogy in order to make it widespread. However, drawing from the educational philosophy of Paulo Freire, teaching students to regulate their learning can be tied to a curriculum of obedience, subordination, and oppression. Using Freire’s discussion of concepts such as adaptation, prescription, and dependence, I suggest that self-regulated learning: targets individual psychological changes that render individuals (...)
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  • The child and childhood in feminist theory.Jackie Stacey & Erica Burman - 2010 - Feminist Theory 11 (3):227-240.
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  • Meetings across the paradigmatic divide.Peter Moss - 2007 - Educational Philosophy and Theory 39 (3):229–245.
    The problematique addressed by the article is the growth of a dominant discourse in early childhood education and care, which has a strong effect on policy and practice, paralleled by an increasing number of other discourses which problematise most of the values, assumptions and understandings of the former. Yet there is very little engagement between these discourses, in large part because they are situated within different paradigms—modernity in the former case, postfoundationalism in the latter. The author argues that the absence (...)
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  • Meetings Across the Paradigmatic Divide.Peter Moss - 2007 - Educational Philosophy and Theory 39 (3):229-245.
    The problematique addressed by the article is the growth of a dominant discourse in early childhood education and care, which has a strong effect on policy and practice, paralleled by an increasing number of other discourses which problematise most of the values, assumptions and understandings of the former. Yet there is very little engagement between these discourses, in large part because they are situated within different paradigms—modernity in the former case, postfoundationalism in the latter. The author argues that the absence (...)
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  • Governmentality and the Power of Transnational Women’s Movements.Carol Harrington - 2013 - Studies in Social Justice 7 (1):47-63.
    Feminists have celebrated success in gendering security discourse and practice since the end of the Cold War. Scholars have adapted theories of contentious politics to analyze how transnational feminist networks achieved this. I argue that such theories would be enhanced by richer conceptualizations of how transnational feminist networks produce and disseminate new forms of global governmental knowledge and expertise. This article engages social movement theory with theories of global governmentality. Governmentality analysis typically focuses upon governmental power rather than political contention (...)
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  • Conceptual Resources for Questioning ‘Child as Educator’.Erica Burman - 2013 - Studies in Philosophy and Education 32 (3):229-243.
    This paper critically evaluates the ways we look to children to educate us and explores how we might depart from that dynamic, exploring how a range of conceptual frameworks from historical and cultural studies and psychoanalysis might contribute to understanding the problematic of childhood, its problems and its limitations. While ‘child as educator’ may appear to reverse the typical power relations between adults and children, it is argued that this motif in fact repeats many of the same problems as any (...)
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  • Conceptions of the self in early childhood: Territorializing identities.Liselott Borgnon - 2007 - Educational Philosophy and Theory 39 (3):264–274.
    This article draws upon the Deleuzian/Guattarian idea of territorializing movements to trouble the notion of the identity of the learning pre‐school child, produced by developmental psychology, as an individual, natural and developing child as well as the more recent image of the child characterised by autonomy and flexible behaviour. Accordingly, a child's apprenticeship of walking is associated here with the movements of a surfer. This association disturbs the orthodox thought of recognition and representation that makes us define, include and exclude (...)
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  • Conceptions of the Self in Early Childhood: Territorializing identities.Liselott Borgnon - 2007 - Educational Philosophy and Theory 39 (3):264-274.
    This article draws upon the Deleuzian/guattarian idea of territorializing movements to trouble the notion of the identity of the learning pre‐school child, produced by developmental psychology, as an individual, natural and developing child as well as the more recent image of the child characterised by autonomy and flexible behaviour. Accordingly, a child's apprenticeship of walking is associated here with the movements of a surfer. This association disturbs the orthodox thought of recognition and representation that makes us define, include and exclude (...)
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  • Ambiguities and Intertwinings in Teachers' Work : Existential dimensions in the midst of experience and global trends.Susanne Westman - unknown
    The purpose of this thesis was set against the background of changed expectations on education and teachers’ work in contemporary Western societies, reflecting global educational trends of standardisation and assessment moving further down the ages. The overall aim of the thesis was to explore and gain understandings of how teachers’ work is constituted. The exploration was based on lived experience and philosophical perspectives, and the main research questions were: i) what is the significance of existential dimensions of teachers’ work, and (...)
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