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"Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines is an accessible introductory guide to theories, paradigm shifts and key concepts in postqualitative, new materialist and critical posthumanist research. Supported by its own website, this first book in a larger series is an essential companion to the primary texts and original sources of the theorists discussed in this and other books in the series. Disrupting the theory/practice divide, the book offers a postqualitative reimagining of traditional research processes. In doing so, it guides readers through the contestation of binaries, innovative concepts, and the practical provocations that make up the postqualitative terrain. It orients the researcher in the ontological re-turn, also by considering Indigenous knowledges, African, Eastern and young children's philosophies. The style itself is postqualitative through diffractive engagements by the authors and the website includes some examples of the practical provocations described in the book that give an imaginary of how postqualitative research can be taught and enacted. This book is an essential resource for novice as well as experienced researchers working both within and across disciplines in higher education"--

Interdisciplinary research. --- Interdisciplinary research. --- PSYCHOLOGY / Research & Methodology. --- Paradigm (Theory of knowledge). --- Paradigm (Theory of knowledge). --- Paradigme (Philosophie). --- Qualitative research. --- Qualitative research. --- Recherche interdisciplinaire. --- Recherche qualitative. --- SOCIAL SCIENCE / Research.

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This book is about becoming touched and moved by Karen Barad's agential realism. Karen Barad as Educator is not biographical. It is not about Barad. There is much to be learned about teaching and education research through the human and other-than-human narrative characters in Barad's writings and way of life. Reading this book is about becoming entangled with, and being inspired by, a passionate yearning for a radical reconfiguration of education in all its settings and phases (e.g., day-care centres, schools, colleges, universities, but also homes, museums or therapy rooms). This book will appeal to lecturers, teachers, artists, therapists, parents and grandparents, funders of education research, organisers of educational events, as well as detached youth workers. In short, this book will speak to anyone interested in the 'what' and the 'how' of educational encounters and who is interested in alternatives to the dominant neoliberal national curricula, educational policies and humanist teaching, research, and conference agendas. The book aims to offer a gripping account for educators to be inspired by the invigorating and elusive philosophy of agential realism with a specific focus on iterative performative practices that profoundly matter to what counts as knowledge, teaching, learning and response-able education science.

Science --- Philosophy --- Sociology of education --- Teaching --- Educational sciences --- onderwijsfilosofie --- didactiek --- onderwijs --- onderzoeksmethoden --- onderwijssociologie --- Education --- Realism. --- Filosofia de l'educació --- Finalitats de l'educació --- Philosophy. --- Aims and objectives.

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Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children's literature, childhood and pedagogy. -- Publishers description.

Creative teaching --- Critical pedagogy --- Education --- Multicultural education --- Creative ability in teaching --- Teaching --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Popular education --- Transformative learning --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Intercultural education --- Culturally relevant pedagogy --- Philosophy --- Children's literature. Juvenile literature --- filosofie --- jeugdliteratuur --- filosoferen met kinderen --- prentenboeken --- Culturally sustaining pedagogy

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Education --- Realism. --- Philosophy. --- Aims and objectives. --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Empiricism --- Philosophy --- Universals (Philosophy) --- Conceptualism --- Dualism --- Idealism --- Materialism --- Nominalism --- Positivism --- Rationalism --- Filosofia de l'educació --- Finalitats de l'educació --- Finalitats de l'ensenyament --- Finalitats i objectius educatius --- Objectius educatius --- Objectius de l'ensenyament --- Objectius pedagògics --- Ciències de l'educació --- Teoria de l'educació --- Igualtat d'oportunitats educatives --- Projecte educatiu --- Sociologia de l'educació --- Filosofia social --- Antropologia educativa