Combating Racism in Schooling: A Critical Perspective on Contemporary Policy and Practice

Change and Criticism: Thinking Critically in Early Childhood Collaboration

Australasian Journal of Early Childhood ◽

10.1177/183693919802300109 ◽

1998 ◽

Vol 23 (1) ◽

pp. 40-44 ◽

Cited By ~ 4

Author(s):

Christine Woodrow ◽

Lyn Fasoli

Keyword(s):

Early Childhood ◽

Critical Perspective ◽

Policy And Practice ◽

Collaborative Relationships ◽

Current Context

In early childhood, as in many fields confronted by criticism and change, adopting a critical stance has often been and continues to be difficult, uncomfortable, and poorly practised. Aspects of the current context of early childhood are creating a strong imperative to adopt a more critical perspective on policy and practice. This paper asserts that the strong tradition of collaboration in early childhood provides a foundation on which to build in adopting critical stances to researching our own practice, both informal and informal circumstances. Critical collaborative relationships provide supportive and potentially productive sites for the examination of the structures and assumptions that underpin practices. Adopting a critical stance to our collaborative endeavours has the potential to help the field to resist the temptations, overcome the challenges, and take advantage of the opportunities presented by change.

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Arts, Health and Well-Being: A Critical Perspective on Research, Policy and Practice, Norma Daykin (2020)

Journal of Applied Arts and Health ◽

10.1386/jaah_00072_5 ◽

2021 ◽

Vol 12 (2) ◽

pp. 231-234

Author(s):

Jane Hearst

Keyword(s):

Research Policy ◽

Well Being ◽

Critical Perspective ◽

Policy And Practice ◽

Health And Well Being

Review of: Arts, Health and Well-Being: A Critical Perspective on Research, Policy and Practice, Norma Daykin (2020) Abingdon: Routledge, 90 pp., ISBN 978-0-36740-417-8, h/bk, £35.99

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The Santiago de Compostela Pilgrim Routes: The Development of European Cultural Heritage Policy and Practice from a Critical Perspective

European Journal of Archaeology ◽

10.1177/1461957109355411 ◽

2010 ◽

Vol 13 (1) ◽

pp. 89-116 ◽

Cited By ~ 6

Author(s):

Sven Grabow

Keyword(s):

Cultural Heritage ◽

Historical Context ◽

Critical Examination ◽

Critical Perspective ◽

Policy And Practice ◽

Santiago De Compostela ◽

Specific Implementation ◽

Cultural Routes ◽

Heritage Policy

Using the case study of the Council of Europe's European Cultural Routes Project, this article examines if and how far supra-national rhetorics of cultural openness, inclusivity, and diversity become reality in terms of actual cultural heritage projects. Against this background, it conducts a critical examination of what is considered one of the flagships of European supranational cultural heritage projects, the Council of Europe's Santiago de Compostela Pilgrim Routes. It focuses on the specific implementation of the Council of Europe's supra-national message of cultural heritage in this project and in its accompanying guidebook. By placing the project in its historical context and comparing it to later additions to the European Cultural Routes Project, this article reflects on the development of a pan-European cultural identity paradigm over the last two decades.

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Towards a Feminist Manifesto for e-Learning

Advances in Social Networking and Online Communities - Gender Issues in Learning and Working with Information Technology ◽

10.4018/978-1-61520-813-5.ch015 ◽

2010 ◽

pp. 255-274 ◽

Cited By ~ 2

Author(s):

Gill Kirkup ◽

Sigrid Schmitz ◽

Erna Kotkamp ◽

Els Rommes ◽

Aino-Maija Hiltunen

Keyword(s):

Educational Policy ◽

Future Development ◽

Social Progress ◽

Learning Needs ◽

Gender Theory ◽

Critical Perspective ◽

Policy And Practice ◽

The Future ◽

E Learning ◽

Critical Pedagogies

This chapter argues that the future development of European e-learning needs to be informed by gender theory, and feminist and other critical pedagogies. The authors explore four themes that have been important in gender theory: embodiment, knowledge, power and ethics, and illustrate how these would give a new and more critical perspective for future e-learning developments, and for social progress if they were incorporated into educational policy and practice. The chapter ends with a framework for using this analysis to inform future action, expressed as the first draft of a manifesto.

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