Andrew Foran
Datos Biográficos
| ID | 9770576 |
|---|---|
| NOMBRE | Andrew Foran |
| NOMBRES | Andrew |
| APELLIDO | Foran |
| FIRMA | FORAN A |
| AFILIACIONES | St. Francis Xavier University |
| ORCID | 0000-0003-1009-623X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Becoming Horse in the Duration of the Moment
This article reflects on Stephen Smith’s influential 2011 phenomenological paper, Becoming Horse in the Duration of the Moment: The Trainer’s Challenge, through a retrospective dialogue between Smith and co-editor Andrew Foran for this Special Issue of Phenomenology & Practice. The discussion traces Foran’s initial skepticism toward the manuscript and the subsequent shift in understanding prompted by peer review and deeper engagement. Becoming Ho…
Attunement as a Pedagogical Starting Point
For many teachers, the value of pedagogical reflection is missing from practice. Rational educational approaches that prioritize judging and measuring students overshadow the relational dimension of teaching. Our study investigated this relational gap to explore more fully teachers’ attunement to the child as a unique person. We examined lived experiences of six teachers pedagogically engaged with children (K–12) participating in an active outdoo…
Experiences of the Outdoors
Editorial
Being and Becoming a Teacher in Neoliberal Times
Editorial
Pedagogy
Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beg…
Sin obras prominentes en esta página.
Being and Becoming a Teacher in Neoliberal Times
Editorial
Pedagogy
Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beg…
Attunement as a Pedagogical Starting Point
For many teachers, the value of pedagogical reflection is missing from practice. Rational educational approaches that prioritize judging and measuring students overshadow the relational dimension of teaching. Our study investigated this relational gap to explore more fully teachers’ attunement to the child as a unique person. We examined lived experiences of six teachers pedagogically engaged with children (K–12) participating in an active outdoo…
Experiences of the Outdoors
Editorial
Becoming Horse in the Duration of the Moment
This article reflects on Stephen Smith’s influential 2011 phenomenological paper, Becoming Horse in the Duration of the Moment: The Trainer’s Challenge, through a retrospective dialogue between Smith and co-editor Andrew Foran for this Special Issue of Phenomenology & Practice. The discussion traces Foran’s initial skepticism toward the manuscript and the subsequent shift in understanding prompted by peer review and deeper engagement. Becoming Ho…
Lived experience (3 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Psychology (3 obras) · Attunement (2 obras) · Sociology (2 obras) · Teacher Education and Leadership Studies (2 obras) · Conversation (1 obras) · Critical and Liberation Pedagogy (1 obras) · Digital Storytelling and Education (1 obras)