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Book Reviews

Book Reviews

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Pages 211-227 | Published online: 15 Dec 2014

REFERENCES

  • Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine.
  • Bateson, G. (1980). Mind and nature: A necessary unity. New York: Ballantine.
  • Bruner, J. (1985). Narrative and paradigmatic modes of thought. In E. W. Eisner (ed.), Learning and teaching the ways of knowing, 97–115. Eighty-fourth Yearbook of the National Society for the Study of Education. Distributed by the University of Chicago Press.
  • Eisner, E.W. (1985). The educational imagination. 2d ed. New York: Macmillan.
  • Eisner, E.W. (1991). The enlightened eye. New York: Macmillan.
  • Goffman, E. (1974). Frame analysis. New York: Harper Colophon.
  • Lakoff, G., and Johnson, M. (1980). Metaphors toe live by. Chicago: University of Chicago Press.
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
  • Noddings, N. (1989). Women and evil. Berkeley: University of California Press.
  • Reddy, M. J. (1979). The conduit metaphor: A case of frame conflict in our language about language. In A. Ortony (ed.), Metaphor and thought, 284–324. Cambridge, England: Cambridge University Press.
  • Schön, D. A. (1979). Generative metaphor: A perspective on problem-setting in social policy. In A. Ortony (ed.), Metaphor and thought, 254–283. Cambridge, England: Cambridge University Press.
  • Tannen, D. (1986). That's not what I meant! New York: Morrow.
  • Tannen, D. (1990). You just don't understand. New York: Morrow.

REFERENCES

  • Apple, M. 1981. On analyzing hegemony. In Curriculum and Instruction. Edited by H. Giroux and et al., 109–123. Berkeley: McCutchan Publishing Corporation.
  • Britzman, D. P. 1986. Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review 56(4): 442–456.
  • Britzman, D. P. 1991. Practice makes practice: A critical study of learning to teach. H. Giroux and P. McLaren. SUNY Series. Albany: State University of New York Press.
  • Carter K. 1990. Teachers' knowledge and learning to teach. In Handbook of research on teaching education, ed. W. R. Houston, 291–310. New York: Macmillan.
  • Ellsworth, E. 1989. Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review 59(3): 303–324.
  • Ellsworth, E. 1990. The question remains: How will you hold awareness of the limits of the limits of your knowledge? Harvard Educational Review 60(3): 396–405.
  • Feiman-Nemser, S., and R. E. Floden. 1986. The cultures of teaching. In Handbook of research on teaching, ed. M. C. Wittrock, 505–526. New York: Macmillan.
  • Giroux, H. 1990. Curriculum theory, textual authority, and the role of teachers as public intellectuals. Journal of Curriculum and Supervision 5 (4): 361–383.
  • Goodman, J. 1988. The disenfranchisement of elementary teachers and strategies for resistance. Journal of Curriculum and Supervision 3(3): 201–220.
  • Hargreaves, A. 1989. Curriculum and assessment reform. Milton Keynes: Open University Press.
  • Hoy, W. K., and R. Rees. 1977. The bureaucratic socialization of student teachers. Journal of Teacher Education 28(1): 23–26.
  • Kemmis, S., and R. Stake. 1988. Evaluating curriculum. Victoria: Deakin University Press.
  • McLaren, P. 1989. Life in schools. New York: Logman.
  • McNeil, L.M. 1986. Contradictions of control: School structure and school knowledge, ed. M. Apple. Critical social thought. New York: Routledge.
  • Sparkes, A. 1991. The culture of teaching, critical reflection and change: Possibilities and problems. Educational Management and Administration 19(1): 4–19.
  • Zeichner, K. M., and J. M. Gore. 1990. Teacher socialization. In Handbook of research on teaching education, ed. W. R. Houston, 329–348. New York: Macmillan.

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