Leon Benadé
Biographic Data
| ID | 3429003 |
|---|---|
| NAME | Leon Benadé |
| GIVEN NAMES | Leon |
| FAMILY NAME | Benadé |
| SIGNATURE | BENADÉ L |
| AFFILIATIONS | Auckland University of Technology |
| ORCID | 0000-0003-3456-0578 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
From hermeneutic theory to pedagogical practice: Dialogue, fusion of horizons, and tradition in the philosophy for children classroom
This article brings Hans-Georg Gadamer’s philosophical hermeneutics into critical conversation with the pedagogical practice of philosophy in schools, focusing particularly on Philosophy for Children (P4C). While P4C offers a rich pedagogical model for developing reasonableness through the Community of Inquiry (CoI), its account of the conditions under which understanding occurs remains somewhat underdeveloped. Although some scholars have situate…
School infrastructure procurement by Public–Private Partnership: In the public interest
The use of Public–Private Partnerships (PPPs) in the education sector to construct and maintain schools’ infrastructure is under-researched by Educational Studies specialists. This article presents an assay of the use of PPP to procure school facilities, notably in developed contexts, where PPP arrangements are typically a product of the neoliberal privatisation of education. PPP arrangements allow governments to contract private sector partners …
Do innovative approaches to time allocation and timetable organisation provide a compelling alternative to traditional models
Innovative time allocation and timetable organisation can support the aim of providing students with individualised learning opportunities and deeper engagement with learning. Traditionally, time within schools is maintained and distributed through Western approaches to administration and organisation, which are socially and culturally produced and often deeply ingrained in practice. The turn to Innovative Learning Environments (ILE) in a growing…
Considering the relevance of Jiddu Krishnamurti to contemporary Indian education: In conversation with the thought of Gert Biesta
Flexible and innovative learning spaces: An exploration of parental perspectives on change, consultation and participation
The role played by innovative educational environments to support learning for the 21st century has attracted the interest of the Organisation for Economic Cooperation and Development at the global governance level and at the national policy level internationally. This article draws on global, European and Australasian research and data from a qualitative study of consultation and participation in the development of innovative and flexible learni…
In the Market for an Ece Transition-to-School Programme
This article draws on a small evaluation research project, conducted in one early childhood education (ECE) centre in Auckland, New Zealand, with the aim of supporting its capacity for self-review. The centre management and governance team was motivated to seek out the support of research as part of their response to two recent Education Review Office (ERO) reports that had cast doubt over the value of their transition-to-school programme, and th…
Intro to Access special issue: Modern learning environments
This Special Issue was inspired by the increasing emergence within educational institutions, such as schools and universities, of large, flexible spaces whose design is underpinned by cutting-edge principles and technologies.We, the editors, come variously from backgrounds in design (Jackson) and education (Benade), and see great potential in theorising at the intersection of building design, pedagogy and educational policy
Is the classroom obsolete in the twenty-first century
Lefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries …
Towards a philosophy of academic publishing
This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of edit…
Revisiting the Early World
The role of trust in reflective practice
Trust, as a philosophical concept in education, seems largely taken for granted, either because it is embedded in other discourses, or is self-evidently assumed to be one on which there is general agreement and understanding. Its associated notions, such as confidence and belief, have counters in such concepts as disappointment and betrayal. These various notions come to the fore in interpersonal relations that require openness and self-critique.…
Learned Societies, Practitioners and their ‘Professional’ Societies: Grounds for developing closer links
Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed
Shame: Does it have a place in an education for democratic citizenship
Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as an ethical matter if it is regarded to arise because of the contradiction between the wrongful act a…
Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand
The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of …
Challenging the Domestication of Critical Reflection and Practitioner Reflectivity
No abstract
Philosophy in Schools – By M. Hand & C. Winstanley
Thinking Children – By C. Cassidy
Is the Althusserian Notion of Education Adequate
Towards a philosophy of academic publishing
This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of edit…
Is the classroom obsolete in the twenty-first century
Lefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries …
Shame: Does it have a place in an education for democratic citizenship
Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as an ethical matter if it is regarded to arise because of the contradiction between the wrongful act a…
Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed
Challenging the Domestication of Critical Reflection and Practitioner Reflectivity
No abstract
Considering the relevance of Jiddu Krishnamurti to contemporary Indian education: In conversation with the thought of Gert Biesta
The role of trust in reflective practice
Trust, as a philosophical concept in education, seems largely taken for granted, either because it is embedded in other discourses, or is self-evidently assumed to be one on which there is general agreement and understanding. Its associated notions, such as confidence and belief, have counters in such concepts as disappointment and betrayal. These various notions come to the fore in interpersonal relations that require openness and self-critique.…
Philosophy in Schools – By M. Hand & C. Winstanley
Is the Althusserian Notion of Education Adequate
Philosophy in Schools – By M. Hand & C. Winstanley
Thinking Children – By C. Cassidy
Challenging the Domestication of Critical Reflection and Practitioner Reflectivity
No abstract
Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand
The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of …
Shame: Does it have a place in an education for democratic citizenship
Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as an ethical matter if it is regarded to arise because of the contradiction between the wrongful act a…
Learned Societies, Practitioners and their ‘Professional’ Societies: Grounds for developing closer links
Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed
Is the classroom obsolete in the twenty-first century
Lefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries …
Towards a philosophy of academic publishing
This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of edit…
Revisiting the Early World
The role of trust in reflective practice
Trust, as a philosophical concept in education, seems largely taken for granted, either because it is embedded in other discourses, or is self-evidently assumed to be one on which there is general agreement and understanding. Its associated notions, such as confidence and belief, have counters in such concepts as disappointment and betrayal. These various notions come to the fore in interpersonal relations that require openness and self-critique.…
In the Market for an Ece Transition-to-School Programme
This article draws on a small evaluation research project, conducted in one early childhood education (ECE) centre in Auckland, New Zealand, with the aim of supporting its capacity for self-review. The centre management and governance team was motivated to seek out the support of research as part of their response to two recent Education Review Office (ERO) reports that had cast doubt over the value of their transition-to-school programme, and th…
Intro to Access special issue: Modern learning environments
This Special Issue was inspired by the increasing emergence within educational institutions, such as schools and universities, of large, flexible spaces whose design is underpinned by cutting-edge principles and technologies.We, the editors, come variously from backgrounds in design (Jackson) and education (Benade), and see great potential in theorising at the intersection of building design, pedagogy and educational policy
Flexible and innovative learning spaces: An exploration of parental perspectives on change, consultation and participation
The role played by innovative educational environments to support learning for the 21st century has attracted the interest of the Organisation for Economic Cooperation and Development at the global governance level and at the national policy level internationally. This article draws on global, European and Australasian research and data from a qualitative study of consultation and participation in the development of innovative and flexible learni…
Do innovative approaches to time allocation and timetable organisation provide a compelling alternative to traditional models
Innovative time allocation and timetable organisation can support the aim of providing students with individualised learning opportunities and deeper engagement with learning. Traditionally, time within schools is maintained and distributed through Western approaches to administration and organisation, which are socially and culturally produced and often deeply ingrained in practice. The turn to Innovative Learning Environments (ILE) in a growing…
Considering the relevance of Jiddu Krishnamurti to contemporary Indian education: In conversation with the thought of Gert Biesta
School infrastructure procurement by Public–Private Partnership: In the public interest
The use of Public–Private Partnerships (PPPs) in the education sector to construct and maintain schools’ infrastructure is under-researched by Educational Studies specialists. This article presents an assay of the use of PPP to procure school facilities, notably in developed contexts, where PPP arrangements are typically a product of the neoliberal privatisation of education. PPP arrangements allow governments to contract private sector partners …
From hermeneutic theory to pedagogical practice: Dialogue, fusion of horizons, and tradition in the philosophy for children classroom
This article brings Hans-Georg Gadamer’s philosophical hermeneutics into critical conversation with the pedagogical practice of philosophy in schools, focusing particularly on Philosophy for Children (P4C). While P4C offers a rich pedagogical model for developing reasonableness through the Community of Inquiry (CoI), its account of the conditions under which understanding occurs remains somewhat underdeveloped. Although some scholars have situate…
Sociology (15 works) · Philosophy (11 works) · Philosophy (11 works) · Epistemology (10 works) · Pedagogy (10 works) · Political science (10 works) · Law (7 works) · Psychology (7 works) · Law (6 works) · Education and Critical Thinking Development (5 works)