Pedagogy, Culture & Society, Volume 26, Issue 3 (2018)

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Pedagogy, Culture & Society, Volume 26, Issue 3 (2018)

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Original Articles

Article
‘Essential assistance’ versus ‘concerted cultivation’: theorising class-based patterns of parenting in Britain
Sharon Wheeler
Pages: 327-344
Published online: 13 Nov 2017
Abstractfor‘Essential assistance’ versus ‘concerted cultivation’: theorising class-based patterns of parenting in Britain | Full Text | References | PDF (1.3 MB)
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Article
When learning becomes a fetish: the pledge, turn and prestige of magic tricks
Alan Bainbridge, Anastasios Gaitanidis & Elizabeth Chapman Hoult
Pages: 345-361
Published online: 16 Nov 2017
AbstractforWhen learning becomes a fetish: the pledge, turn and prestige of magic tricks | Full Text | References | PDF (1.3 MB)
  • 980 Views
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Article
Children, sub-headings and verbal discussions creating evaluations: acknowledging the productiveness of ambivalence
Emilie Moberg
Pages: 363-379
Published online: 29 Nov 2017
AbstractforChildren, sub-headings and verbal discussions creating evaluations: acknowledging the productiveness of ambivalence | Full Text | References | PDF (1.2 MB)
  • 225 Views
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Article
Canadian and Finnish upper-secondary school mathematics teachers’ perceptions of autonomy
Audrey Paradis, Sonja Lutovac, Katri Jokikokko & Raimo Kaasila
Pages: 381-396
Published online: 23 Nov 2017
AbstractforCanadian and Finnish upper-secondary school mathematics teachers’ perceptions of autonomy | Full Text | References | PDF (1.2 MB)
  • 492 Views
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Article
Cultural activities and the family’s ‘institutionalised’ cultural capital: the case of native and immigrant primary school pupils
Gerasimos Koustourakis, Anna Asimaki & Georgia Spiliopoulou
Pages: 397-415
Published online: 13 Dec 2017
AbstractforCultural activities and the family’s ‘institutionalised’ cultural capital: the case of native and immigrant primary school pupils | Full Text | References | PDF (1.4 MB)
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Article
You’re damned if you do and damned if you don’t: the tension-filled relationships between Japanese beginning and senior teachers
Erkki T. Lassila, Minna Uitto & Eila Estola
Pages: 417-433
Published online: 06 Dec 2017
AbstractforYou’re damned if you do and damned if you don’t: the tension-filled relationships between Japanese beginning and senior teachers | Full Text | References | PDF (1.2 MB)
  • 245 Views
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Article
Metaphors and education: comparison of metaphors for education among parents of children in school and home education
Ari Neuman & Oz Guterman
Pages: 435-447
Published online: 19 Dec 2017
AbstractforMetaphors and education: comparison of metaphors for education among parents of children in school and home education | Full Text | References | PDF (1,003.8 KB)
  • 888 Views
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Article
Why can’t everyone pass? Context responsive teaching and learning in urban primary schools
Carmel Roofe
Pages: 449-466
Published online: 26 Dec 2017
AbstractforWhy can’t everyone pass? Context responsive teaching and learning in urban primary schools | Full Text | References | PDF (1.4 MB)
  • 695 Views
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Article
Playwork goes to school: professional (mis)recognition and playwork practice in primary school
Fin Cullen & Craig Johnston
Pages: 467-484
Published online: 27 Dec 2017
AbstractforPlaywork goes to school: professional (mis)recognition and playwork practice in primary school | Full Text | References | PDF (1.4 MB)
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Review Essay

Essay
Teaching gender: an inter-generational discussion
Kelly Coate
Pages: 485-488
Published online: 23 May 2018
First Page PreviewforTeaching gender: an inter-generational discussion | Full Text | References | PDF (428.4 KB)
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Response

Gender defender: response to Kelly Coate’s review of Gender Pedagogy (Palgrave)
Emily F. Henderson
Pages: 489-490
Published online: 23 May 2018
CitationforGender defender: response to Kelly Coate’s review of Gender Pedagogy (Palgrave) | Full Text | References | PDF (278.3 KB)
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