Endre søk
Link to record
Permanent link

Direct link
BETA
Allan, J
Alternativa namn
Publikasjoner (10 av 17) Visa alla publikasjoner
Harwood, V. & Allan, J. (2014). Psychopathology at school: Theorizing mental disorders in education. London: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Psychopathology at school: Theorizing mental disorders in education
2014 (engelsk)Bok (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
London: Routledge, 2014
Emneord
mental disorders, education
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-3678 (URN)2320/12979 (Lokal ID)0415810426 (ISBN)2320/12979 (Arkivnummer)2320/12979 (OAI)
Tilgjengelig fra: 2015-12-04 Laget: 2015-12-04 Sist oppdatert: 2017-11-19bibliografisk kontrollert
Fox, A. & Allan, J. (2013). Doing reflexivity: Moments of unbecoming and becoming. International Journal of Research and Method in Education, 37(1)
Åpne denne publikasjonen i ny fane eller vindu >>Doing reflexivity: Moments of unbecoming and becoming
2013 (engelsk)Inngår i: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 37, nr 1Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper offers an account of a reflexive ‘trip’ undertaken by a professional doctoral student and her supervisor. It presents a series of vignettes which offer an account of unbecomings and becomings encountered by the student. Making use of a dialogic approach in which the supervisor responds to the student, we suggest this method of data collection might offer an innovative approach which goes beyond simple recollection to enable a deeper level of reflexive action. In so doing, we have identified three lines along which reflexivity appears to have been practised: conceptual, ethical and performative. These expose reflexivity as partial, fragmented and dynamic.

sted, utgiver, år, opplag, sider
Routledge, 2013
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-8223 (URN)10.1080/1743727X.2013.787407 (DOI)2320/12966 (Lokal ID)2320/12966 (Arkivnummer)2320/12966 (OAI)
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Biesta, G., Allan, J. & Edwards, R. (Eds.). (2013). Making a difference in theory: The theory question in education and the education question in theory. London: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Making a difference in theory: The theory question in education and the education question in theory
2013 (engelsk)Collection/Antologi (Annet vitenskapelig)
Abstract [en]

Making a Difference in Theory brings together original work from an international group of authors on the roles of theory in educational research and practice. The book discusses the different roles theory plays, can play and should play, both from a historical perspective and in light of contemporary discussions and developments. Particular attention is paid to the question of whether there are or should be distinctively educational forms of theory and theorising. The double engagement with the theory question in education and the education question in theory and theorising provides original insights in what theory does, might do or should do in educational research and practice. With contributions from internationally renowned authors in the field of educational theory, research and practice, the book will be of value to academics, researchers and postgraduate students in education.

sted, utgiver, år, opplag, sider
London: Routledge, 2013
Emneord
education
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-3676 (URN)2320/12937 (Lokal ID)978-0-415-65694-8 (ISBN)2320/12937 (Arkivnummer)2320/12937 (OAI)
Tilgjengelig fra: 2015-12-04 Laget: 2015-12-04 Sist oppdatert: 2017-11-16bibliografisk kontrollert
Allan, J. & Harwood, V. (2013). Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland. British Journal of Sociology of Education
Åpne denne publikasjonen i ny fane eller vindu >>Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland
2013 (engelsk)Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, ISSN ISSN 0142-5692, EISSN 1465-3346Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-de fi cit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children ’ s behaviour and revealed a number of strate- gies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari ’ s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The fi ndings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.

sted, utgiver, år, opplag, sider
Routledge, 2013
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-8222 (URN)10.1080/01425692.2013.776933 (DOI)2320/12965 (Lokal ID)2320/12965 (Arkivnummer)2320/12965 (OAI)
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Allan, J. (2012). Difference in policy and politics: Dialogues in confidence. Review of Disability Studies, 8(3), 14-24
Åpne denne publikasjonen i ny fane eller vindu >>Difference in policy and politics: Dialogues in confidence
2012 (engelsk)Inngår i: Review of Disability Studies, ISSN 1553-3697, Vol. 8, nr 3, s. 14-24Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper reports on a process of en-gagement with administrators and Government Ministers in dialogue about diversity that was informed by Disability Studies in Education, a discipline that critiques existing ways of thinking about disability, actively promotes more positive constructions and representations of disabled people's lives and challenges conventional or traditional notions of normalcy It took place within a project, initiated by Council of Europe, Policies and practices for socio-cultural diversity and involved the development of a framework of teacher competences for socio-cultural diversity. The paper charts the process of developing the framework and reports the dialogue that took place. The Ministers and administrators were encouraged to view teaching as a dialogue and to recognise teachers' competence in responding to diversity, following Levinas (1969; 1996), a philosopher who addresses questions of ethics, as a continuing responsibility of teachers to their students.

sted, utgiver, år, opplag, sider
University of Hawaii at Manoa: Center on Disability Studies, 2012
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-1656 (URN)2320/12970 (Lokal ID)2320/12970 (Arkivnummer)2320/12970 (OAI)
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2017-12-09bibliografisk kontrollert
Cross, B., Allan, J. & McDonald, D. (2012). Evaluating an inclusive education programme: Lessons in transient social capital. In: J Allan, R Catts (Ed.), Social capital, children and young people: Implications for practice, policy and research: . Policy Press
Åpne denne publikasjonen i ny fane eller vindu >>Evaluating an inclusive education programme: Lessons in transient social capital
2012 (engelsk)Inngår i: Social capital, children and young people: Implications for practice, policy and research / [ed] J Allan, R Catts, Policy Press , 2012Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Policy Press, 2012
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-8237 (URN)2320/12985 (Lokal ID)9781847429278 (ISBN)2320/12985 (Arkivnummer)2320/12985 (OAI)
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2017-01-22bibliografisk kontrollert
Allan, J. (2012). Inclusion: Patterns and possibilities. Zeitschrift für Inklusion, 4
Åpne denne publikasjonen i ny fane eller vindu >>Inclusion: Patterns and possibilities
2012 (engelsk)Inngår i: Zeitschrift für Inklusion, E-ISSN 1862-5088, Vol. 4Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Abstract: This examines the policy and practices of inclusion within Europe. It explores the uncertainty surrounding inclusion, among researchers and teachers, and levels of confusion about its precise meaning. The paper also examines the shifting political and policy contexts which create barriers to inclusion but also highlights some of the powerful legal frameworks which enable entitlements to inclusion to be upheld. Recent patterns and trends towards inclusion and indeed exclusion are considered and the paper ends with a discussion of the prospects and possibilities for inclusion.

sted, utgiver, år, opplag, sider
Foerderverein Bidok Deutschland e.V., 2012
Emneord
inclusion
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-1657 (URN)2320/12980 (Lokal ID)2320/12980 (Arkivnummer)2320/12980 (OAI)
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2017-12-16bibliografisk kontrollert
Allan, J. (2012). Introduction. In: Includering och måluppfyllelse: att nå framgång med alla elever: . Stockholm: Liber
Åpne denne publikasjonen i ny fane eller vindu >>Introduction
2012 (engelsk)Inngår i: Includering och måluppfyllelse: att nå framgång med alla elever, Stockholm: Liber , 2012Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Stockholm: Liber, 2012
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-5157 (URN)2320/12983 (Lokal ID)9147100885 (ISBN)2320/12983 (Arkivnummer)2320/12983 (OAI)
Tilgjengelig fra: 2015-12-17 Laget: 2015-12-17 Sist oppdatert: 2017-11-08bibliografisk kontrollert
Allan, J. & Catts, R. (Eds.). (2012). Social capital, children and young people: Implications for practice, policy and research. Bristol: Policy Press
Åpne denne publikasjonen i ny fane eller vindu >>Social capital, children and young people: Implications for practice, policy and research
2012 (engelsk)Collection/Antologi (Annet vitenskapelig)
Abstract [en]

Social capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school. Social capital has become of increasing interest to policy makers but there has been little evidence of how it operates in practice. In this unique collection, the social capital of children and young people, and in one case parents and teachers, is explored in a wide range of formal and informal settings. The contributors to the book, who include academic researchers and educational professionals, provide in-depth accounts of social capital being developed and used by children and young people. They offer critical reflections on the significance of social capital and on the experiences of researching the social capital of sometimes vulnerable people. This book is essential reading for anyone concerned with how children and young people get along, get by and get on.

sted, utgiver, år, opplag, sider
Bristol: Policy Press, 2012
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-3677 (URN)2320/12963 (Lokal ID)9781847429278 (ISBN)2320/12963 (Arkivnummer)2320/12963 (OAI)
Tilgjengelig fra: 2015-12-04 Laget: 2015-12-04 Sist oppdatert: 2017-12-09bibliografisk kontrollert
Allan, J. (2012). Teacher competences for diversity: Becoming ethical and responsible. In: Besley T, Peters M (Ed.), Interculturalism, education and dialogue: . New York: Peter Lang
Åpne denne publikasjonen i ny fane eller vindu >>Teacher competences for diversity: Becoming ethical and responsible
2012 (engelsk)Inngår i: Interculturalism, education and dialogue / [ed] Besley T, Peters M, New York: Peter Lang , 2012Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
New York: Peter Lang, 2012
Serie
Global Studies in Education ; 13
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
urn:nbn:se:hb:diva-8236 (URN)2320/12982 (Lokal ID)978-1-4331-1514-1 (ISBN)2320/12982 (Arkivnummer)2320/12982 (OAI)
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2017-08-23bibliografisk kontrollert