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  • 1.
    Allan, J
    [external].
    After the break? Interrupting the discourses of interprofessional practice2008Ingår i: Service integration in schools: Research and policy discourses, practices and future prospects / [ed] J Forbes, C Watson, Sense Publishing , 2008Kapitel i bok, del av antologi (Refereegranskat)
  • 2.
    Allan, J
    Högskolan i Borås, Institutionen för Pedagogik.
    Difference in policy and politics: Dialogues in confidence2012Ingår i: Review of Disability Studies, ISSN 1553-3697, Vol. 8, nr 3, s. 14-24Artikel i tidskrift (Refereegranskat)
    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.

  • 3.
    Allan, J
    Högskolan i Borås, Institutionen för Pedagogik.
    Inclusion: Patterns and possibilities2012Ingår i: Zeitschrift für Inklusion, E-ISSN 1862-5088, Vol. 4Artikel i tidskrift (Refereegranskat)
    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.

  • 4.
    Allan, J
    Högskolan i Borås, Institutionen för Pedagogik.
    Introduction2012Ingår i: Includering och måluppfyllelse: att nå framgång med alla elever, Stockholm: Liber , 2012Kapitel i bok, del av antologi (Refereegranskat)
  • 5.
    Allan, J
    [external].
    Provocations: Putting philosophy to work on inclusion2009Ingår i: Educational enactments in a globalised world: Intercultural conversations / [ed] K Quinlivan, B Kaur, R Boyask, Rotterdam: Sense Publishers , 2009, s. 1-12Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Inclusion is currently characterised by c onfusion about what it is supposed to be and do; frustration at the way the current climate of standards and accountability constrains teachers’ work; guilt at the ex clusion created for individual pupils; and exhaustion, associated with a sense of fa ilure and futility. This chapter considers the ‘impossibility’ of inclusion in the current context and how it has become a highly emotive and somewhat irrational sp ace of confrontation, with questions about how we should include being disp laced by questions about why we should include and under what conditions. An attempt is made to rescue inclusion from its valedictory state and to reframe it as an ongoing struggle and a more productive form of political engagement. This reframing takes some of the key ideas of the philosophers of difference – Deleuze and Guattari, Derrida and Foucault – and puts them to work on the inclusion problem (Allan, 2008).

  • 6.
    Allan, J
    [external].
    Teacher competences for diversity: Becoming ethical and responsible2012Ingår i: Interculturalism, education and dialogue / [ed] Besley T, Peters M, New York: Peter Lang , 2012Kapitel i bok, del av antologi (Refereegranskat)
  • 7.
    Allan, J
    Högskolan i Borås, Institutionen för Pedagogik.
    The inclusion challenge2012Ingår i: Bildning för alla! En pedagogisk utmaning, Högskolan Kristianstad , 2012Kapitel i bok, del av antologi (Refereegranskat)
  • 8.
    Allan, J
    [external].
    Thinking again about inclusion2012Ingår i: Includering. Perspektiver i barnehagefalige praktiser / [ed] A Arnesen, Oslo: Universitetsforlaget , 2012Kapitel i bok, del av antologi (Refereegranskat)
  • 9.
    Allan, J
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Catts, R
    Social capital, children and young people: Implications for practice, policy and research2012Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    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.

  • 10.
    Allan, J
    et al.
    [external].
    Duffy, C
    Loening, G
    Moran, N
    Knowledge exchange with Sistema Scotland2010Ingår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 25, nr 3, s. 335-347Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reports on a knowledge exchange project, funded by the Scottish Funding Council and undertaken by a group of researchers from three higher education institutions in Scotland and the project partner, Sistema Scotland. This newly established charity is attempting to implement a major programme of social change, developed in Venezuela, within the Raploch, a disadvantaged area of Scotland. The researchers’ combined knowledge of education, music and psychology has guided their knowledge exchange activities with the project partner and among themselves. The paper outlines the development of Sistema Scotland and the programme, El Sistema, on which it is based. It details the knowledge exchange activities undertaken, which used Derrida’s notion of aporia to try to engage Sistema Scotland with different perspectives and understandings, and a practical method for conducting meetings based on Open Space Technology. The various ‘encounters’ with children, service providers and stakeholders are reported and this is followed by a critique of the processes of knowledge exchange. The paper ends with a discussion of the prospects for successful knowledge exchange.

  • 11.
    Allan, J
    et al.
    [external].
    Harwood, V
    Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland2013Ingår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, ISSN ISSN 0142-5692, EISSN 1465-3346Artikel i tidskrift (Refereegranskat)
    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.

  • 12.
    Allan, Julie
    et al.
    [external].
    Ozga, JennySmith, Geri
    Social capital, professionalism and diversity2009Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 13.
    Allan, Julie
    et al.
    Högskolan i Borås, Institutionen för Pedagogik.
    Smyth, Geri
    I’Anson, John
    Mott, Jane
    Understanding disability with children’s social capital2009Ingår i: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 9, nr 2, s. 115-121Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reports on a specific event which attempted to facilitate discussions with children and young people about diversity issues, including disability. The concept of social capital was operationalised and used as both a resource to stimulate discussions and as an explicit goal. The paper first reports on the processes involved and the topics identified for discussion by the children and young people and then considers their engagement with disability. Their insights on knowing disability, relationships, and provision and support illustrate a shift from an essentialising of impairment to an articulation of barriers which excluded disabled people and the lessons which teachers might take from these are discussed.

  • 14. Biesta, G
    et al.
    Allan, JHögskolan i Borås, Institutionen för Pedagogik.Edwards, R
    Making a difference in theory: The theory question in education and the education question in theory2013Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    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.

  • 15. Cross, B
    et al.
    Allan, J
    [external].
    McDonald, D
    Evaluating an inclusive education programme: Lessons in transient social capital2012Ingår i: Social capital, children and young people: Implications for practice, policy and research / [ed] J Allan, R Catts, Policy Press , 2012Kapitel i bok, del av antologi (Refereegranskat)
  • 16. Fox, A
    et al.
    Allan, J
    Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan. [external].
    Doing reflexivity: Moments of unbecoming and becoming2013Ingår i: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 37, nr 1Artikel i tidskrift (Refereegranskat)
    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.

  • 17. Harwood, V
    et al.
    Allan, J
    Högskolan i Borås, Institutionen för Pedagogik.
    Psychopathology at school: Theorizing mental disorders in education2014Bok (Övrigt vetenskapligt)
1 - 17 av 17
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  • de-DE
  • en-GB
  • en-US
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  • html
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