535
Views
8
CrossRef citations to date
0
Altmetric
Articles

Making Pedagogical Adaptability Less Obvious

References

  • Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press. (Original work published 1980).
  • Heidegger, M. (1998). Being and time (J. Macquarrie & E. Robinson, Trans.). Oxford, UK: Blackwells. (Original work published 1927).
  • Hofsess, B. (2013). Methodology in the afterglow. International Journal of Education & the Arts, 14, (SI 1.8), 1–21.
  • hooks, b. (2000). Where we stand: Class matters. New York, NY: Routledge.
  • Husserl, E. (1970). Logical investigations Vols. I & II. (J. N. Findlay, Trans.). New York, NY: Humanities Press. (Original work published 1936).
  • Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York, NY: Routledge.
  • Jensen, B. (2012). Reading classes: On culture and classism in America. Ithaca, NY: Cornell University Press.
  • Jones, S., & Vagle, M. D. (2013). Living contradictions and working for change: Toward a theory of social class-sensitive pedagogy. Educational Researcher, 42, 129–141.
  • Merleau-Ponty, M. (1964). Primacy of perception: And other essays on phenomenological psychology, the philosophy of art, history and politics (J. Edie. Trans.). Evanston, IL: Northwestern University Press. (Original work published 1947).
  • Sartre, J. P.  (1939) (2002). Intentionality: A fundamental idea of Husserl's phenomenology. In D. Moran & T. Mooney (Eds.), The phenomenology reader (pp. 382–384). New York, NY: Routledge.
  • Thandeka. (1999). Learning to be White: Money, race, and God in America. New York, NY: Continuum.
  • Thompson, M., & Wiliam, D. (2007, April). Tight but loose: A conceptual framework for scaling up school reforms. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.
  • Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Vagle, M. D. (2006). When students do not understand: Recognition and response in the action present of teaching. Ph.D. diss., University of Minnesota. Dissertation Abstracts International 67(6): 2043.
  • Vagle, M. D. (2010). Re-framing Schön's call for a phenomenology of practice: A post-intentional approach. Reflective Practice: International and Multidisciplinary Perspectives, 11, 393–407.
  • Vagle, M. D. (2014). Crafting phenomenological research. Thousand Oaks, CA: Left Coast Press.
  • Vagle, M. D. (2015). Curriculum as post-intentional phenomenological text: Working along the edges and margins of phenomenology using post-structuralist ideas. Journal of Curriculum Studies, 47, 594–612.
  • Vagle, M. D., & Hofsess, B. (2015). Entangling a post-reflexivity through post-intentional phenomenology. Qualitative Inquiry. doi:10.1177/1077800415615617.
  • Vagle, M. D., & Jones, S. (2012). The precarious nature of social class-sensitivity in literacy: A social, autobiographic, and pedagogical project. Curriculum Inquiry, 42, 318–339.
  • Wiliam, D. (2007). Content then process: Teacher learning communities in the service of formative assessment. In D. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 183–204). Bloomington, IN: Solution Tree Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.