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Liberating from literalness : making space for meaningful forms of abstraction

Fitzclarence, Lindsay and Webster, Scott 2004, Liberating from literalness : making space for meaningful forms of abstraction, in ATEA 2004 : Making spaces : regenerating the profession : proceedings of the 2004 ATEA conference 2004, Australian Teacher Education Association, [Melbourne, Vic.], pp. 425-433.

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Title Liberating from literalness : making space for meaningful forms of abstraction
Author(s) Fitzclarence, Lindsay
Webster, ScottORCID iD for Webster, Scott orcid.org/0000-0002-5253-4894
Conference name Australian Teacher Education Association. Conference (32nd : 2004 : Bathurst, N.S.W.)
Conference location Bathurst, NSW
Conference dates 7 - 10 Jul. 2004
Title of proceedings ATEA 2004 : Making spaces : regenerating the profession : proceedings of the 2004 ATEA conference 2004
Editor(s) McLeod, Sharynne
Publication date 2004
Conference series Australian Teacher Education Association Conference
Start page 425
End page 433
Total pages 448 p.
Publisher Australian Teacher Education Association
Place of publication [Melbourne, Vic.]
Summary There is a need for some alternative approaches to the way that undergraduate teacher education programs have traditionally been delivered. Our warrant for this assertion is derived, in the first instance, from the work of Aronowitz and Giroux who have argued that there are many different signs of a crisis of cognition within all levels of education. Twenty years later the conditions that they described seem even more entrenched. This paper argues for a fresh inquiry into the deeper logics of learning and teaching, by drawing primarily on the work of James, Dewey, Kierkegaard, Britzman and Mackay. There is also a brief inclusion of anecdotes from some initial applications of these theories into our own practice.
Notes This paper is located on the 435th page in the attached link.
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ISBN 9780975232415
097523241X
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2004, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30033905

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.