Education for All as praxis: consequences for the profession

References

• Aristotle., 1955. The Nichomachean ethics (J.A.K. Thomson, Trans.). London: Penguin.
   Google Scholar
• Ax , J. and Ponte , P. 2008 . “ Praxis: analysis of theory and practice ” . In Critiquing praxis: conceptual and empirical trends in the teaching profession , Edited by: Ax , J. and Ponte , P. 1 – 18 . Rotterdam : Sense .
   Google Scholar
• Ax , J. and Ponte , P. 2010 . Moral issues in educational praxis: a perspective from pedagogiek and didactiek as human sciences in continental Europe . Pedagogy, culture and society , 18 ( 1 ) : 29 – 42 .
   Google Scholar
• Biesta , G.J.J. 2010 . Good education in an age of measurement: ethics, politics, democracy , Boulder , CO : Paradigm .
   Google Scholar
• Bons, J.A.E. and Van Ophuijsen, J.M., eds., 1999. Aristotoles: ethica. (Dutch translation.). Groningen: Historische Uitgeverij.
   Google Scholar
• Carr , W. and Kemmis , S. 1986 . Becoming critical , London : The Falmer Press .
   Google Scholar
• De Winter , M. 1995 . Kinderen als medeburgers. Kinder- en jeugdparticipatie als maatschappelijk opvoedingsperspectief [Children as citizens. Child and youth participation as a social support perspective] , Utrecht : De Tijdstroom .
   Google Scholar
• Detting , D. and Becker , M. 2009 . Wie social ist Europa? Eine vergleichende Analyse der wichtigsten Indicatoren zur gesellschaftlichen Zukunftsfähigkeit der EU [How social is Europe? A comparative analysis of indicators important to social sustainability of the EU] , Berlin : Denktank Berlinpolis .
   Google Scholar
• Freire , P. 1972 . Pedagogy of the oppressed , Harmondsworth : Penguin .
   Google Scholar
• Gadotti , M. 1996 . Pedagogy of praxis: a dialectical philosophy of education , Albany : State University of New York Press .
   Google Scholar
• Groundwater-Smith , S. 2012 . Facilitating practitioner research: developing transformational partnerships , London : Routledge .
   Google Scholar
• Habermas , J. 1981 . Theorie des kommunikativen handelns [Theory of communicative action] , Frankfurt , Germany : Suhrkamp .
   Google Scholar
• Kemmis , S. 2012 . Researching educational praxis: spectator and participant perspectives . British educational research journal , 38 ( 6 ) : 885 – 905 .
   Web of Science ®Google Scholar
• Kemmis , S. and Grootenboer , P. 2008 . “ Situating praxis in practice: practice architectures and the cultural, social and material conditions for practice ” . In Enabling praxis: challenges for education , Edited by: Kemmis , S. and Smith , T. 37 – 62 . Rotterdam : Sense .
   Google Scholar
• Kemmis , S. and Smith , T.J. , eds. 2008 . Enabling praxis. Challenges for education , Rotterdam : Sense .
   Google Scholar
• Kemmis , S. 2012 . “ Ecologies of practices: learning practices ” . In Learning practice , Edited by: Hager , P. , Lee , A. and Reich , A. 33 – 49 . Dordrecht : Springer International .
   Google Scholar
• Luhmann , N. 1995 . Social systems , San Francisco , CA : Stanford University Press .
   Google Scholar
• Magalhães , A.M. and Stoer , S.R. 2009 . “ Performance, citizenship and the knowledge society: a new mandate for European education policy ” . In Globalisation & Europeanization in education , Edited by: Dale , R. and Robertson , S. 233 – 258 . Oxford : Symposium Books .
   Google Scholar
• Mannheim , K. 1940 . Man and society in an age of reconstruction: studies in modern social structure , London : Routledge & Kegan Paul .
   Google Scholar
• Meuwese , S. , Blaak , M. and Kaandorp , M. , eds. 2005 . Handboek Internationaal Jeugdrecht [Handbook of international juvenile law] , Nijmegen , , The Netherlands : Ars Aequi Libri .
   Google Scholar
• Neiman , S. 2008 . Moral clarity: a guide for grown-up idealists , 1st ed. , New York , NY : Harcourt .
   Google Scholar
• Nickel , J. 1987 . Making sense of human rights: philosophical reflections on the Universal Declaration of Human Rights , Berkeley : University of California Press .
   Google Scholar
• Oancea , A. and Furlong , J. 2008 . “ Expressions of excellence and the assessment of applied and practice-based research ” . In Assessing quality in applied and practice-based research in education: continuing the debate , Edited by: Furlong , J. and Oancea , A. 1 – 19 . London : Routledge .
   Google Scholar
• Ponte , P. 2007 . “ Behind the vision: action research, pedagogy and development ” . In An ethical approach to practitioner research: dealing with issues and dilemmas in action research , Edited by: Campbell , A. and Groundwater-Smith , S. 144 – 161 . London : Routledge .
   Google Scholar
• Ponte , P. and Ax , J. 2009 . “ Action research and pedagogy as the science of the child’s upbringing ” . In Handbook of educational action research , Edited by: Noffke , S. and Somekh , B. 324 – 335 . London : Sage .
   Google Scholar
• Ponte , P. and Ax , J. 2011 . “ Inquiry-based professional learning in educational praxis: knowing why, what and how ” . In Rethinking educational practice through reflexive inquiry , Edited by: Mockler , N. and Sachs , J. 49 – 61 . Dordrecht : Springer .
   Google Scholar
• Raudenbush , S.W. 2009 . The brown legacy and the O’Connor challenge: transforming schools in the images of children’s potential . Educational researcher , 38 ( 3 ) : 169 – 181 .
   Web of Science ®Google Scholar
• Sachs , J. 2003 . The activist teaching profession , Buckingham : Open University Press .
   Google Scholar
• Schatzki , T. 2002 . The site of the social: a philosophical account of the constitution of social life and change , University Park : University of Pennsylvania Press .
   Google Scholar
• Schatzki , T.R. 2010 . The timespace of human activity: on performance, society, and history as indeterminate teleological events , Lanham , MD : Lexington .
   Google Scholar
• Schutz, A. and Luckmann, T., 1973. c1989. The structures of the life-world. Vol. 2. Evanston, IL: Northwestern University Studies in Phenomenology and Existential Philosophy.
   Google Scholar
• UNESCO, 2000. The Dakar framework for action. Education for all: meeting our collective commitments [online]. World Education Forum closing document. Paris: UNESCO. Available from: http://unesdoc.unesco.org/images/0012/001211/121147e.pdf [Accessed 11 July 2011].
   Google Scholar
• UNICEF/UNESCO, 2007. A human rights-based approach to Education for all [online]. New York / Paris: United Nations Children’s Fund / United Nations Educational, Scientific and Cultural Organisation. Available from: http://unesdoc.unesco.org/images/0015/001548/154861e.pdf [Accessed 11 July 2011]
   Google Scholar
• Van Manen , M. 1994 . Pedagogy, virtue and narrative identity in teaching . Curriculum inquiry , 24 ( 2 ) : 135 – 170 .
   Web of Science ®Google Scholar
• Verhellen, E., Verschelden, G., and Vanthuyne, T., 1999/2000. Kinderrechten en non-discriminatie: het plaatselijke overleg non-discriminatie in het Gentse onderwijs [Child and non-discrimination: The local consultation on non-discrimination in education in Ghent]. Tijdschrift voor onderwijsrecht en onderwijsbeleid, 5, 335–350.
   Google Scholar
• Weber, M., 1946, Dutch translation. Hans H. Gerth and C. Wright Mills, eds. Max Weber: essays in sociology. New York: Oxford University Press (first published in 1906–1924).
   Google Scholar
• Young , I.M. 1990 . Justice and the politics of difference , Princeton , NJ : Princeton University Press .
   Google Scholar