https://orcid.org/0000-0002-9568-0736
References
- Ball, S. J. (2016). Subjectivity as a site of struggle: Refusing neoliberalism? British Journal of Sociology of Education, 37(8), 1129–1146.
- Ball, S., & Collet-Sabé, J. (2021). Against school: An epistemological critique. Discourse: Studies in the Cultural Politics of Education, 1–15. doi:10.1080/01596306.2021.1947780
- Bateson, G. (1972). Steps to an ecology of mind. Northvale, NJ: Jason Aronson.
- Bateson, G. (1980). Mind and nature: A necessary unity. Toronto, Canada: Bantam Books.
- Biesta, G. (2013). Receiving the gift of teaching: From ‘learning from’ to ‘being taught by. Studies in Philosophy and Education, 32(5), 449–461.
- Biesta, G. (2019). Obstinate education: Reconnecting school and society. Leiden: Brill Sense.
- Carusi, F. T. (2017). Why bother teaching? Despairing the ethical through teaching that does not follow. Studies in Philosophy and Education, 36(6), 633–645.
- Carusi, F. T., & Niwa, T. (2020). Learning not to be poor: The impossible position of teachers in Aotearoa New Zealand education policy discourse. Asia-Pacific Journal of Teacher Education, 48(1), 30–44.
- Ellis, V. (February 28 2022). The new review: Good, bad, ugly and curiously ignorant. EDUMatters, Blog of the Australian Association for Research in Education. https://www.aare.edu.au/blog/?p=12157?shared=email&msg=fail
- Green, B., Reid, J., & Brennan, M. (2017). Challenging policy, rethinking practice: struggling for the soul of teacher education. In T. A. Trippestadt, A. Swennen, & T. Werler (Eds.), The struggle for teacher education: International perspectives on governance and reforms (pp. 39–56). London and New York: Bloomsbury.
- Groundwater-Smith, S., & Mockler, N. (2002). The knowledge building school: from the outside in, from the inside out. Change: Transformations in Education, 5(2), 15–24.
- Heimans, S., Singh, P., & Glasswell, K. (2015). Doing education policy enactment research in a minor key. DISCOURSE: Studies in the Cultural Politics of Education. http://www.tandfonline.com/doi/pdf/10.1080/01596306.2015.1074428#.VgOI4suqpBc
- Laruelle, F., & Smith, J. (2021). Draft translation of François Laruelle, “Introduction to the unteachable: The critique of pedagogical reason. En-Demic. https://endemictheory.wordpress.com/2021/01/18/translation-of-francois-laruelle-introduction-to-the-unteachable-the-critique-of-pedagogical-reason/#_ftn1
- Reid, J. (2019). What’s good enough? Teacher education and the practice challenge. The Australian Educational Researcher, 46(5), 715–734.
- Roth, W.-M., & Tobin, K. (2002). Coteaching/cogenerative dialoguing: Research as classroom praxis. In At the elbow of another: Learning to teach by coteaching (pp. 243–270). Bristol: Peter Lang.
- Tuinamuana, K. (2012). What do ATEA people research and why? Going for gold! Reshaping teacher education for the future: Proceedings of the Australian Teacher Education Association 2012 conference. Australia: Australian Teacher Education Association. pp. 1–17.
- Wagner, J. (1993). Ignorance in educational research: Or, how can you not know that? Educational Researcher, 22(5), 15–23.
- Willis, L.-D., Grimmett, H., & Heck, D. (2018). Exploring cogenerativity in initial teacher education school-university partnerships using the methodology of metalogue. In J. Kriewaldt, A. Ambrosetti, D. Rorrison, & C. Ros (Eds.), Educating future teachers: Innovative perspectives in professional experience (pp. 49–69). Singapore: Springer. doi:10.1007/978-981-10-5484-6_4