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by Bernadette Baker
Download In Perpetual Motion: Theories of Power, Educational History, and the Child (Rethinking Childhood) fb2
Humanities
  • Author:
    Bernadette Baker
  • ISBN:
    0820448664
  • ISBN13:
    978-0820448664
  • Genre:
  • Publisher:
    Peter Lang Inc., International Academic Publishers (April 1, 2001)
  • Pages:
    649 pages
  • Subcategory:
    Humanities
  • Language:
  • FB2 format
    1154 kb
  • ePUB format
    1947 kb
  • DJVU format
    1830 kb
  • Rating:
    4.1
  • Votes:
    507
  • Formats:
    mbr docx lrf lit


In Perpetual Motion book. In Perpetual Motion is an �historical choreography� of power, pedagogy, and the child from the 1600s to the early 1900s.

In Perpetual Motion book. It breaks new ground by historicizing the analytics of power and motion that have interpenetrated renditions of the young.

Christiane Thompson - 2010 - Educational Philosophy and Theory 42 (3):361-377. On Nations And Children: Rousseau, Poland And European Identity. Similar books and articles. Tomasz Szkudlarek - 2005 - Studies in Philosophy and Education 24 (1):19-38. The Problem of Propagation: Original Sin as Inherited Discourse. James Stillwaggon - 2014 - Studies in Philosophy and Education 33 (1):61-73. Added to PP index 2015-02-13.

In Perpetual Motion is an ?historical choreography? of power, pedagogy, and the child from the 1600s to the early 1900s.

In Perpetual Motion: Theories of power, educational history, and the . New York: Basic Books.

In Perpetual Motion: Theories of power, educational history, and the child. New York: Peter Lang. The hunt for disability: The new eugenics and the normalization of schoolchildren. Teachers College Record, 104, 663-703. Child-centered teaching, redemption and educational identities: A history of the present. Educational Theory, 48(2), 155-174. Deconstructing developmental psychology. Chakrabarty, D. (2000).

In Perpetual Motion is an historical choreography of power, pedagogy, and the child from the 1600s to the early . It documents how particular theories of power became submerged and taken for granted as essences inside the human subject.

In Perpetual Motion is an historical choreography of power, pedagogy, and the child from the 1600s to the early 1900s. In Perpetual Motion studiously challenges views of power as in or of the gaze, tracing how different analytics of power have been used to theorize what gazing could tice.

In perpetual motion: Theories of power, educational history and the child. New York, NY: Peter Lang. Bettelheim, B. (1976). The uses of enchantment. Harmondsworth: Penguin. When the grass was taller: Autobiography and the experience of childhood. This book is unusually rewarding in that its author has pulled off the rare trick of providing deep philosophical and theoretical underpinnings to a comprehensive reconsideration of childhood. Priscilla Alderson deploys Bhaskar’s ‘dialectical critical realism’ to excellent effect, illuminating not only our understanding of the presence, and absence, of children in our lives and discourses, but also the field of childhood studies.

Bernadette M. Baker is a professor in the Department of Curriculum and . Baker is a professor in the Department of Curriculum and Instruction and is affiliated with several centers, including East Asian Studies, South Asia Studies, European Studies, Institute for Regional and International Studies, the Robert F. & Jean E. Holtz Center for Science and Technology Studies, the Disability Studies Initiative, and the Public Humanities. In perpetual motion: Theories of power, educational history, and the child.

Books : In Perpetual Motion: Theories of Power, Educational History, and the Child (Rethinking Childhood) (Paperback). Peter Lang Publishing.

Theories of Power, Educational History, and the Child. Series: Rethinking Childhood. In Perpetual Motion studiously challenges views of power as in or of the gaze, tracing how different analytics of power have been used to theorize what gazing could notice. ISBN: 978-0-8204-4866-4.

See Baker, In Perpetual Motion: Theories of Power, Educational History, and the Child New York: Peter Lang .

See Baker, In Perpetual Motion: Theories of Power, Educational History, and the Child New York: Peter Lang, 2001. 9 Coloma, Roland Sintos, 'Destiny Has Thrown the Negro and the Filipino Under the Tutelage of America': Race and Curriculum in the Age of Empire, Curriculum and Inquiry 39 2009 : 495–519. 10 Weiler, Kathleen, Country Schoolwomen: Teaching in Rural California, 1850–1950 Palo Alto, CA: Stanford University Press, 1998

In Perpetual Motion is an «historical choreography» of power, pedagogy, and the child from the 1600s to the early 1900s. It breaks new ground by historicizing the analytics of power and motion that have interpenetrated renditions of the young. Through a detailed examination of the works of John Locke, Jean-Jacques Rousseau, Johann Herbart, and G. Stanley Hall, this book maps the discursive shifts through which the child was given a unique nature, inscribed in relation to reason, imbued with an effectible interiority, and subjected to theories of power and motion. The book illustrates how developmentalist visions took hold in U.S. public school debates. It documents how particular theories of power became submerged and taken for granted as essences inside the human subject. In Perpetual Motion studiously challenges views of power as in or of the gaze, tracing how different analytics of power have been used to theorize what gazing could notice.