Children’s Worlding of/in Learning Environments
Author:
Publisher
Springer Singapore
Link
http://link.springer.com/content/pdf/10.1007/978-981-15-8175-5_7
Reference27 articles.
1. Arndt, S. (2018). Early childhood teacher cultural otherness and belonging. Contemporary Issues in Early Childhood Special Issue: Interrogating Belonging in Diverse Early Years Setting, 19(4), 392–403. https://doi.org/10.1177/1463949118783382 .
2. Arndt, S., & Tesar, M. (2015). Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings. Journal of Pedagogy, 6(2), 71–86. https://doi.org/10.1515/jped-2015-0014
3. Arndt, S., & Tesar, M. (2016). A more-than-social movement: The post-human condition of quality in the early years. Contemporary Issues in Early Childhood, 17(1), 16–25. https://doi.org/10.1177/1463949115627896
4. Arndt, S., & Tesar, M. (2019). Posthuman encounters in New Zealand early childhood teacher education. In A. Bayley & C. A. Taylor (Eds.), Posthumanism and higher education: Reimagining pedagogy, practice and research (pp. 85–102). Cham, Switzerland: Palgrave MacMillan. https://doi.org/10.1007/978-3-030-14672-6_5 .
5. Arndt, S., & Tesar, M. (2020). Risking a great dithering: Changing the story of otherness through revolt. Somatechnics, 10(1), 35–51. https://doi.org/10.3366/soma.2020.0299
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