Citations (66)
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Shayan Doroudi. (2023) What happened to the interdisciplinary study of learning in humans and machines?. Journal of the Learning Sciences 32:4-5, pages 663-681.
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M’Balia Thomas, Alisa LaDean Russell & Hannah V. Warren. (2018) The Good, the Bad, and the Ugly of Pedagogy in Harry Potter: An Inquiry Into the Personal Practical Knowledge of Remus Lupin, Rubeus Hagrid, and Severus Snape. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:4-5, pages 186-192.
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Donna Mathewson Mitchell & Jo-Anne Reid. (2017) (Re)turning to practice in teacher education: embodied knowledge in learning to teach. Teachers and Teaching 23:1, pages 42-58.
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Tang Wee Teo. (2013) Examining the performative quality of a teacher's curriculum reform making through a metaphorical lens. Education as Change 17:1, pages 89-100.
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Angelina Weenie. (2008) Curricular Theorizing From the Periphery. Curriculum Inquiry 38:5, pages 545-557.
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Michalinos Zembylas. (2007) The specters of bodies and affects in the classroom: a rhizo‐ethological approach. Pedagogy, Culture & Society 15:1, pages 19-35.
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Nate McCaughtry. (2004) Learning to Read Gender Relations in Schooling: Implications of Personal History and Teaching Context on Identifying Disempowerment for Girls. Research Quarterly for Exercise and Sport 75:4, pages 400-412.
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Freema Elbaz-Luwisch. (2004) How Is Education Possible When There’s a Body in the Middle of the Room?. Curriculum Inquiry 34:1, pages 9-27.
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CherylJ. Craig. (2002) A Meta-Level Analysis of the Conduit in Lives Lived and Stories Told. Teachers and Teaching 8:2, pages 197-221.
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Cheryl J. Craig. (2001) No Satisfaction: “A Case of ‘The Monkey’s Paw,’ ” Top-Down School Reform, and the Conduit. Curriculum Inquiry 31:3, pages 341-350.
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Zahra Kasamali. (2021) “Throwing salt on wounds”: Covid-19 and a curriculum of embodiment. PROSPECTS 51:1-3, pages 103-116.
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Yu-Che Chang, Xaviera Xiao, Nothando Nkambule, Roy Y. L. Ngerng, Alison Bullock & Lynn V. Monrouxe. (2020) Exploring emergency physicians’ professional identities: a Q-method study. Advances in Health Sciences Education 26:1, pages 117-138.
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