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Discourse: Studies in the Cultural Politics of Education Volume 32, 2011 - Issue 1
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Articles

From ‘ritual’ to ‘mindfulness’: policy and pedagogic positioning

Paul Adams Centre for Educational Studies, University of Hull, Hull, UKCorrespondence[email protected]
Pages 57-69 | Published online: 15 Jan 2011

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Paul Adams & Amy Burns. (2023) What should teacher education be about? Initial comparisons from Scotland and Alberta. Teaching Education 34:4, pages 403-419.
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Robert LeBlanc. (2023) Being a ‘fun’ teacher: An interaction ritual chains approach. Journal of Curriculum and Pedagogy 20:3, pages 188-205.
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John W. Schwieter & Aline Ferreira. (2020) Learning a language abroad and the implications for social participation and positioning. Critical Inquiry in Language Studies 17:1, pages 64-78.
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Justine MacLean. (2018) Teachers as agents of change in curricular reform: the position of dance revisited. Sport, Education and Society 23:6, pages 563-577.
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J. Simmons & J. MacLean. (2018) Physical education teachers’ perceptions of factors that inhibit and facilitate the enactment of curriculum change in a high-stakes exam climate. Sport, Education and Society 23:2, pages 186-202.
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Ruth A. Walfish & David L. Brody. (2018) ‘Students get bogged down’: how religious Israeli elementary teachers view problems and solutions in Bible teaching. British Journal of Religious Education 40:1, pages 93-103.
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Bernadette Walker-Gibbs, Michelle Ludecke & Jodie Kline. (2015) Pedagogy of the Rural: implications of size on conceptualisations of rural. International Journal of Pedagogies and Learning 10:1, pages 81-89.
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Justine MacLean, Rosemary Mulholland, Shirley Gray & Andrew Horrell. (2015) Enabling curriculum change in physical education: the interplay between policy constructors and practitioners. Physical Education and Sport Pedagogy 20:1, pages 79-96.
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Jessica Gerrard & Lesley Farrell. (2014) Remaking the professional teacher: authority and curriculum reform. Journal of Curriculum Studies 46:5, pages 634-655.
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Andrew Skourdoumbis. (2013) The (mis)identification of ineffective classroom teaching practice: critical interrogations of classroom teacher effectiveness research. Asia-Pacific Journal of Teacher Education 41:4, pages 350-362.
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Andrew Skourdoumbis. (2012) Teach for Australia (TFA): can it overcome educational disadvantage?. Asia Pacific Journal of Education 32:3, pages 305-315.
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