Praxis and the theory of practice architectures: Resources for re-envisioning English education
Tóm tắt
Từ khóa
Tài liệu tham khảo
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2008). The Australian Curriculum: English. http://www.acara.edu.au/default.asp
Australian Institute for Teaching and School Leadership. (2011). National Professional Standards for teachers. Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA). Carlton, VIC, Australia: Education Services Australia.
Barton, D. & Hamilton, M. (1998). Local literacies: Reading and writing in one community. London: Routledge.
Baker, C. (1991). Literacy practices and social relations in classroom reading events. In C. Baker & A. Luke (Eds.), Towards a critical sociology of reading pedagogy. Amsterdam: John Benjamins B.V.
Barnes, D., Britton, J. & Torbe, M. (1990). Language, the learner and the school. (4th ed.). Portsmouth, NH: Boynton/Cook and Heinemann.
Clay, M.M. (1979). Early detection of reading difficulties, Auckland: Heinemann.
Comber, B. & Nixon, H. (2011). Critical reading comprehension in an era of accountability. Australian Education Researcher, 38, 167–179.
Cope, B. & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. New York: Routledge.
Creswell, J. (1998). Qualitative inquiry and research designs: Choosing among five traditions. London: Sage.
Cresswell, T. (2004). Place: A short introduction. Oxford: Blackwell.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York: D.C. Health & Company.
Doecke, B., Homer, D. & Nixon, H. (2003). English teachers at work: Narratives, counter narratives and arguments. Adelaide, SA: Wakefield Press.
Edwards-Groves, C., Anstey, M. & Bull, G. (2014). Classroom talk: Understanding dialogue pedagogy and praxis. Sydney, Australia: Primary English Teachers Association Australia.
Edwards-Groves, C. (2008). The praxis-oriented self: Continuing (self) education. In S. Kemmis & T. Smith (Eds.), Enabling praxis: Challenges for education (pp. 127–148). Rotterdam: Sense Publishers.
Exley, B. (2008). Communities of learners: Early Years Students, New Learning, pedagogy and transformations. In A. Healy (Ed.), Multiliteracies and diversity in education: New pedagogies for expanding landscapes. Melbourne: Oxford University Press.
Freebody, P., Ludwig, C & Gunn, S. (1995). Everyday literacy practices in and out of schools in low socio-economic urban communities. Commonwealth Department of Employment, Education and Training, Curriculum Corporation, Commonwealth of Australia, June.
Freire, P. (1985). The politics of education: Culture, power and liberation. London: Bergin and Garvey.
Goodwin, C. & Heritage, J. (1990). Conversation analysis. Annual Review of Anthropology, 19, 283–307.
Green, B. (2009). The primacy of practice and the problem of representation. In Bill Green (Ed.), Understanding and researching professional practice (pp. 39–54). Rotterdam: Sense Publishers.
Green, B. (Ed.). (2009). Understanding and researching professional practice. Rotterdam: Sense Publishers.
Green, B. & Reid, J. (2004). Challenging futures, changing agendas? Sustaining and renewing teacher education in Australia, Asia-Pacific Journal of Teacher Education, 32 (3), 255–274.
Grootenboer, P. (2013). Praxis and mathematics education. Pedagogy, Culture and Society, 21 (2), 321–342. doi: 10.1080/14681366.2012.759131.
Hannon, P. & Nutbrown, C. (1997). Teacher’s use of a conceptual framework for early literacy education with parents. Teacher Development. 1 (3), 405–420.
Harvey, D. (1996). Justice, nature, and the geography of difference. Malden, MA: Blackwell.
Heap, J. (1991). A situated perspective on what counts as reading. In Towards a critical sociology of reading pedagogy, In C. Baker and A. Luke (Eds.), p. 103–139. Amsterdam/Philadelphia: John Benjamin Publishing Co.
Heath, S.B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
Hymes, D. (Ed.) (1996). Ethnography, linguistics, narrative inequality: Towards an understanding of voice. London: Routledge.
Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. Abingdon, Oxon: Routledge.
Kemmis, S. (2008). Praxis and practice architectures in mathematics education. In M. Goos, R. Brown & K. Makar (Eds.). Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, pp. 17–28). Brisbane: MERGA.
Kemmis, S., Edwards-Groves, C., Wilkinson, J. & Hardy, I. (2012). Ecologies of practices. In P. Hager, A. Lee and A. Reich (Eds.), Practice, learning and change. (pp. 33–49). London: Springer.
Kemmis, S. & Smith, T.J. (Eds.) (2008). Enabling praxis: Challenges for education, (pp. 37–62). Rotterdam: Sense Publishers.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.
Latour, B. (2007). Reassembling the social: An introduction to Actor-Network Theory. Oxford: Oxford University Press.
Latour, B. (2010). Tarde’s idea of quantification. In M. Candea (Ed.). The social after Gabriel Tarde: Debates and assessments (pp. 145–162). New York: Routledge.
Luke, A. (1995). The social practice of reading. Proceedings of Australian Reading Association Conference, 1995, pp. 167–187.
MacIntyre, A. (1981). After virtue: A study in moral theory. London: Duckworth.
Macken-Horarik, M. (2013). ‘O brave new world, that has such people in’ t”: The value of people and their interests in conversations about knowledge in English. Keynote address at AATE/ALEA National Conference Brave New World: English and literacy teaching for the 21st century. Brisbane, QLD: AATE/ALEA.
Marx, K. & Engels, F. (1845/1970). The German ideology (Intro and Ed: Arthur, C.J.). New York: International Publishers.
Michaels, S. (1986). Narrative presentations: An oral preparation for literacy with first graders. In J. Cook-Gumperz (Ed.). (pp. 94–116). The social construction of literacy. Cambridge: Cambridge University Press.
Pahl, K. & Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. London: Sage Publications Ltd.
Reid, J. (2011). A Practice Turn for Teacher Education? AsiaPacific Journal of Teacher Education, 39, 3: 293–310.
Schatzki, T. (2002). The site of the social: A philosophical account of the constitution of social life and change. University Park, TX: University of Pennsylvania Press.
Schatzki, T. (2010). The timespace of human activity: On performance, society, and history as indeterminate teleological events. Lanham, MD: Lexington.
Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Street, B.V. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Unsworth, L., Baxter, D., Buckland, C. & Croker, B. (2007). Introduction: Literacy, placed, environment. Australian Journal of Language and Literacy. 30 (2), 77.
Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.