The Improvising Teacher : Reconceptualising Pedagogy, Expertise and Professionalism
Nick (Bath Spa University, UK) Sorensen
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Navigating Precarity in Educational Contexts : Reflection, Pedagogy, and Activism for Change
Karen (DePaul University, USA) Monkman
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Engaging Critical Pedagogy in Education : Global Phenomenon, Local Praxis
Fida (Monash University, Australia) Sanjakdar
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Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness : A New Epistemological Framework for Education
Neil (Victoria University, Australia) Hooley
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Reimagining Boredom in Classrooms through Digital Game Spaces : Sociomaterial Perspectives
Noreen (University of Edinburgh, UK) Dunnett
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Theory and Practice of STEAM Education in Japan
Tetsuo (Hiroshima University, Japan) Isozaki
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Social Work Education and the COVID-19 Pandemic : International Insights toward Innovation and Creativity
Yael Latzer
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Sexual Trauma among Girls in Educational Settings : Intersectional Identities and Trauma-Informed Care
Jennifer Etesse Herring
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Inspiring Purpose in High-Performance Schooling
Mary Anne Heng
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Evidence-based Practice in Education : Functions of evidence and causal presuppositions
Tone (University of Oslo, Norway) Kvernbekk
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Aristotelian Character Education
Kristjan Kristjansson
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Exploring Challenging Picturebooks in Education : International Perspectives on Language and Literature Learning
Ase Ommundsen
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Thinking with Stephen J. Ball : Lines of Flight in Education
Maria (University of East London, UK) Tamboukou
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Narratives of Qualitative PhD Research : Identities, Languages and Cultures in Transition
Laura (University of Waikato, New Zealand) Gurney
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A History of Inspiration through Metaphors of Learning : The Height of Teaching
Robert Nelson
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Theorising Public Pedagogy : The Educative Agent in the Public Realm
Karen Charman
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Space, Education, and Inclusion : Interdisciplinary Approaches
Georg (University of Flensburg, Germany) Rißler
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Identity and Belonging among Chinese Canadian Youth : Racialized Habitus in School, Family, and Media
Dan (Brock University, Canada) Cui
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A Retrospective Study of a Dialogic Elementary Classroom : Understanding Long-Term Impacts of Discursive Pedagogies
Lynn Astarita (University of Rochester, USA.) Gatto
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