http://hdl.handle.net/10453/50 Mon, 20 May 2013 19:14:13 GMT 2013-05-20T19:14:13Z http://hdl.handle.net/10453/17714 The Learning Self: Understanding the Potential for Transformation Tennant Mark This book examines the kind of learning that brings about significant personal change. It is concerned with the various techniques, processes, and practices used to promote such learning, and their embedded assumptions about self and identity, how we are formed, and our capacity for change. As Foucault reminds us, "The main interest in life and work is to become someone else that you were not in the beginning" (quoted in Martin, 1988, p. 9). The techniques, processes, and practices, which entail a great deal of "se lf-work," have been referred to as "technologies of the se lf" (see Foucault, 1988b; Tennant, 1998). My interest in this subject is both academic and professional. My academic interest has been forged through my grounding in psychology, supplemented by my exposure to various critiques of psychology, especially the charge that it is a discipline and practice that functions to normalize people in a way that serves the interests of contemporary social and economic circumstances. My professional interest comes from a career in teaching in which I have formed the view that success as a teacher depends squarely on one's sense of self and professional identity. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10453/17714 2012-01-01T00:00:00Z http://hdl.handle.net/10453/17715 Educational Life-Forms: Deleuzian teaching and learning practice Cole David This book takes the philosophy of Gilles Deleuze and applies it to educational practice. To understand how and why to do this, David R Cole puts forward the notion of educational life-forms in this writing, which are moving concepts based on Deleuzian principles. This book turns on and through the construction of the philosophy of life in education. The life-forms that will come about due to the philosophy of life in education rest on epiphanies, the virtual and affect. The author looks to infuse educational practice with the philosophy of life, though not through simple affirmation or a construction of counter metaphysics to representation in education. This book uses Deleuze for practical purposes and sets out to help teachers and students to think otherwise about the current praxis of education. Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/10453/17715 2011-01-01T00:00:00Z http://hdl.handle.net/10453/17716 Geography in Secondary Schools: Researching Pupils' Classroom Experiences Hopwood Nicholas This book tells a story about six pupils, how they experience geography lessons, and their ideas about geography as a school subject. I refer to the ways in which pupils reflected on their classroom experiences and talked about geography in terms of their subject conceptions. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10453/17716 2012-01-01T00:00:00Z http://hdl.handle.net/10453/17360 Teaching Learning and Research in Higher Education: A Critical Approach Tennant Mark; Mcmullen Catherine; Kaczynski Dan Teaching, Learning and Research in Higher Education offers a combination of critical perspectives and practical advice that is ideally suited for individuals interested in enhancing their practice through analysis and critique. The aim is to promote a critical understanding of one's own practices: to foster personal and professional formation through a reflexive engagement with one's environment and circumstances. At a practical level this means to continuously think about how to adjust practice rather than following a formulaic approach derived from any particular educational theory.Teaching, Learning and Research in Higher Education argues that academics can find space for their own agency in the midst of institutional policies and practices that serve to frame, as well as delimit and constrain, what counts as good academic work in teaching and research. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/10453/17360 2010-01-01T00:00:00Z