The scene of the classroom

References

• Baker, B. (2001). In perpetual motion: Theories of power, educational history and the child. New York, NY: Peter Lang.
   Google Scholar
• Bloom, A. (1989). Responses to Fukuyama. The National Interest, 16, 19–21.
   Google Scholar
• Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education and cultural change (pp. 71–112). London: Tavistock.
   Google Scholar
• Bowles, S. (1972). Schooling and inequality from generation to generation. Journal of Political Economy, 80 ( 3, part 2) S219–S251.10.1086/259996
   Web of Science ®Google Scholar
• Brantlinger, P. (1998). Apocalypse 2001; or, what happens after posthistory? Cultural Critique, 39, 59–83.10.2307/1354551
   Web of Science ®Google Scholar
• Broudy, H. (1963). Historic exemplars of teaching method. Ch 1 in N. Gage (Ed.), Handbook of research on teaching (pp. 1–43) Washington, DC: American Educational Research Association.
   Google Scholar
• Derrida, J. (1989). Edmund Husserl’s origin of geometry. An Introduction. (J. Leavey, Trans.). Lincoln: University of Nebraska Press.
   Google Scholar
• Derrida, J. (1994). Specters of Marx (P. Kamuf, Trans.). New York, NY: Routledge.
   Google Scholar
• Derrida, J. (2011). Voice and Phenomenon. (L. Lawlor, Trans.). Evanston, IL: Northwestern University Press.
   Google Scholar
• Descombes, V. (1979). Modern French Philosophy. (L. Scott-Fox & M. J. Harding, Trans.). Cambridge: Cambridge University Press.
   Google Scholar
• Fielding Nair International. (2005). Educational facilities effectiveness instrument. Retrieved from www.goodschooldesign.com
   Google Scholar
• Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972–1977. (C. Gordon, Ed.). London: Harvester.
   Google Scholar
• Fukuyama, F. (1989). The end of history? The National Interest, 16, 3–18.
   Google Scholar
• Hunter, I. (1994). Rethinking the school. Subjectivity, bureaucracy, criticism. Sydney: Allen and Unwin.
   Google Scholar
• Jameson, F. (Ed.) (1991). Spatial equivalents in the world system. Ch 4 in Postmodernism, or, the cultural logic of late capitalism (pp. 97–129) Durham, NC: Duke University Press.
   Google Scholar
• Jameson, F. (Ed.) (1998). Postmodernism and consumer society. Ch 1 in The Cultural Turn. Selected writings on the postmodern 1983–98 (pp. 1–20). London: Verso.
   Google Scholar
• Jardine, D. (1992). Immanuel Kant, Jean Piaget and the rage for order: Ecological hints of the colonial spirit in pedagogy. Educational Philosophy and Theory, 24, 28–43.10.1111/j.1469-5812.1992.tb00217.x
   Google Scholar
• Lawlor, L. (2011). Translators introduction: The germinal structure of Derrida’s thought. In J. Derrida (Ed.), Voice and phenomenon (pp. xi–xxviii). Evanston, IL: Northwestern University Press.
   Google Scholar
• Maurizio, L. (1995). Anthropology and spirit possession: A reconsideration of the pythia’s role at Delphi. The Journal of Hellenic Studies, 115, 69–86.10.2307/631644
   PubMed Web of Science ®Google Scholar
• Nair, P. (2011, July 29). The classroom is obsolete: It’s time for something new. Education Week. Bethesda, MD: Editorial Projects in Education.
   Google Scholar
• Osberg, D., Biesta, G., & Cilliers, P. (2008). From representation to emergence: Complexity’s challenge to the epistemology of schooling. Educational Philosophy and Theory, 40, 213–227.10.1111/j.1469-5812.2007.00407.x
   Google Scholar
• Peters, M. (2004). Educational research: “games of truth” and educational subjectivity. Journal of Educational Enquiry, 5, 50–63.
   Google Scholar
• Popkewitz, T. (1984). Paradigm and ideology in educational research. London: Falmer.
   Google Scholar
• Walkerdine, V. (1984). Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. Ch 4 in J. Henriques, W. Hollway, C. Urwin, C. Venn, & V. Walkerdine (Eds.), Changing the subject: Psychology, social regulation and subjectivity (pp. 153–202). London: Methuen.
   Google Scholar