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Educational Philosophy and Theory Volume 49, 2017 - Issue 8: Special issue: Modern Learning Environments
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Articles

Bodies and affect in non-traditional learning spaces

Amy McPhersonFaculty of Education and Arts, Australian Catholic University, New South Wales, AustraliaCorrespondence[email protected]
&
Sue SaltmarshSchool of Teacher Education and Early Childhood, University of Southern Queensland, Springfield, Australia
Pages 832-841 | Published online: 21 Nov 2016

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Read on this site (3)

Rebecca Heaton & Shannon Chan Lai Quan. (2023) Managing cognitive dissonance in art teacher education. Cambridge Journal of Education 53:4, pages 473-494.
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Kreeta Niemi, Jaana Minkkinen & Anna-Maija Poikkeus. (2022) Opening up learning environments: liking school among students in reformed learning spaces. Educational Review 0:0, pages 1-18.
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Jennifer Charteris & Dianne Smardon. (2018) A typology of agency in new generation learning environments: emerging relational, ecological and new material considerations. Pedagogy, Culture & Society 26:1, pages 51-68.
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Articles from other publishers (4)

Rebecca Heaton. (2023) Curating cognition in higher degree art education. Research in Education.
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Leon Benade, Alastair Wells & Kelly Tabor-Price. (2021) Student agency in Non-Traditional Learning Spaces: Life in-between and on the fringes. ACCESS: Contemporary Issues in Education 41:1, pages 64-76.
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Leon Benade. (2021) Theoretical Approaches to Researching Learning Spaces. New Zealand Journal of Educational Studies 56:S1, pages 11-26.
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Weili Zhao & Derek R. Ford. (2017) Re-Imagining Affect with Study: Implications from a Daoist Wind-Story and Yin–Yang Movement. Studies in Philosophy and Education 37:2, pages 109-121.
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