Results 121 to 130 of about 20,036 (292)

El concepto de poder en Michel Foucault

Telos: Revista de Estudios Interdisciplinarios en Ciencias Sociales, 2006
El propósito del presente artículo es presentar las líneas principales del pensamiento político de Michel Foucault, relacionadas con el estudio del poder; particularmente investigó los llamados hogares moleculares del poder.
Francisco Ávila-Fuenmayor
doaj  

Foucault and medicine: challenging normative claims. [PDF]

Med Health Care Philos, 2023
Suijker CA.
europepmc   +1 more source

Exploring the early observations of parents supporting their children with school attendance problems (SAPs): A co‐produced study

British Educational Research Journal, EarlyView.
Abstract School Attendance Problems (SAPs) represent a significant challenge requiring early identification and intervention. Current service provision often does not recognise early indicators that parents observe, creating gaps between when initial concerns are raised and formal support is provided.
Tereza Aidonopoulou‐Read, Michelle Pyer, Beth Bodycote, Jackie Campbell, Kirsteen Pyer   +4 more
wiley   +1 more source

Epistemic Injustice or Epistemic Oppression?

KULA: Knowledge Creation, Dissemination, and Preservation Studies
The concepts of epistemic injustice and epistemic oppression both aim to track obstacles to epistemic agencyーi.e., forms of epistemic exclusionーthat are undue and persistent. Indeed, the two terms are often used interchangeably. In this paper, I begin by addressing the question of whether the concepts of epistemic injustice and of epistemic oppression ...
openaire   +2 more sources

English teachers' journeys since the 2020 Iteration of Black Lives Matter

British Educational Research Journal, EarlyView.
Abstract The 2020 resurgence of Black Lives Matter (BLM) mobilised students in England to demand greater representation of racially minoritised voices in English curriculums—a call highlighted by stark inequity: just 1.5% of GCSE texts studied are by racially minoritised authors, despite racially minoritised students comprising 38.0% of the student ...
Adrian Fernandes
wiley   +1 more source

A Common Denominator? Epistemic Systems Bridge Epistemic Relativism and Epistemic Oppression

Hypatia
AbstractThe relation between epistemic relativism and epistemic oppression is contentious but undertheorized. Both positions rest on one or the other version of the situated knowledge thesis, based on the idea that access to and justification of knowledge is dependent on a particular context or, to be precise, an epistemic system.
openaire   +3 more sources

Knowing education in Thailand like a global expert organisation: Politics, context and data

British Educational Research Journal, EarlyView.
Abstract Global expert organisations play increasingly significant roles in the way that education is understood and governed internationally, including by influencing the discourses through which education is conceptualised and shaping norms of what counts as success, failure, progress and the most desirable visions for the future.
Steve Puttick, Chris Atkin, Wayne Dyble, Nick Gee, Ami Montgomery, Chawin Pongpajon, Waewalee Waewchimplee   +6 more
wiley   +1 more source

Planteamientos pedagógicos relacionados con las ciudadanías propias en la pedagogía crítica de paulo freire (pedagogical approaches related with the very citizenships in paulo freire’s critical pedagogy)

El Ágora USB, 2015
Resumen: Este artículo expone las reflexiones realizadas sobre los fundamentos pedagógicos, políticos y antropológicos de Paulo Freire en relación al análisis de la categoría ciudadanías propias para América Latina. Abstract: This article sets out
Diana Carolina Villalobos Olascoaga
doaj  

Otherwise engaged? Learning from non‐participation in research with care‐experienced students

British Educational Research Journal, EarlyView.
Abstract This paper explores what can be learned when educational research “fails.” Drawing on a Welland Trust–funded project in the North East of England that aimed to support care‐experienced students transitioning from further to higher education, we reflect on why, despite sustained effort, there was a lack of engagement.
Lynette Harland Shotton, Tom Disney, Andrea Carrick, Laura Thurman   +3 more
wiley   +1 more source

Chilean science teachers' conceptualisations of disability when teaching students with autism

British Educational Research Journal, EarlyView.
Abstract This study examines how Chilean secondary science teachers conceptualise disability when teaching students with autism in integrated classroom settings. Grounded in critical disability studies, the research employs a qualitative story‐completion method, using a fictional classroom scenario to prompt teachers to construct narratives that reveal
Alexis Gonzalez‐Donoso, Fabian Arroyo‐Rojas   +1 more
wiley   +1 more source