Anne Phelan
Biographic Data
| ID | 5167504 |
|---|---|
| NAME | Anne Phelan |
| GIVEN NAMES | Anne |
| FAMILY NAME | Phelan |
| SIGNATURE | PHELAN A |
| AFFILIATIONS | University of British Columbia, Vancouver |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Riding Fences
In this article we question the discursive deployment of narrowing conceptions of the future in education in three provincial cases: Alberta, British Columbia, and Ontario. Asserting that educational policy in Canada is grounded in the “future-logics” of educational innovation—reflective of an anticipatory orientation to governance—we critique concepts from each province’s curriculum policy documents: “competence,” “personalized learning,” and “p…
The Emotional Toll of Obligation and Teachers’ Disengagement from the Profession
Patricia" is a former teaching colleague and an experienced grade one teacher."Devan" is one of her students.Frequently violent and uncontrollable, Devan has to be physically restrained until calm.In such moments, Patricia calls the office to send help.No one ever comes.Feeling shaken after each of these episodes, she worries about her distressed relationship with Devan, and about what the other children think when they witness such scenes.She wo…
Paradoxes of Autonomy in Professional Life
Stories of origin are notoriously incomplete, inaccurate or beside the point, often all three. One event stands out for us, however, as a point of reference for our thoughts on what it means to ent
Virginia
This article considers the case of Virginia, a social work practicum student who experienced conflict in her field placement, in light of Heilbrun's notion of liminality—that is, being poised on uncertain ground, leaving one condition or self and entering another. In addition, Virginia's experience is explored within the complex web of power and resistance that characterized her relationship with the field instructor, the agency director, and the…
Collaboration in student teaching
Virginia
This article considers the case of Virginia, a social work practicum student who experienced conflict in her field placement, in light of Heilbrun's notion of liminality—that is, being poised on uncertain ground, leaving one condition or self and entering another. In addition, Virginia's experience is explored within the complex web of power and resistance that characterized her relationship with the field instructor, the agency director, and the…
Collaboration in student teaching
Collaboration in student teaching
Virginia
This article considers the case of Virginia, a social work practicum student who experienced conflict in her field placement, in light of Heilbrun's notion of liminality—that is, being poised on uncertain ground, leaving one condition or self and entering another. In addition, Virginia's experience is explored within the complex web of power and resistance that characterized her relationship with the field instructor, the agency director, and the…
Paradoxes of Autonomy in Professional Life
Stories of origin are notoriously incomplete, inaccurate or beside the point, often all three. One event stands out for us, however, as a point of reference for our thoughts on what it means to ent
The Emotional Toll of Obligation and Teachers’ Disengagement from the Profession
Patricia" is a former teaching colleague and an experienced grade one teacher."Devan" is one of her students.Frequently violent and uncontrollable, Devan has to be physically restrained until calm.In such moments, Patricia calls the office to send help.No one ever comes.Feeling shaken after each of these episodes, she worries about her distressed relationship with Devan, and about what the other children think when they witness such scenes.She wo…
Riding Fences
In this article we question the discursive deployment of narrowing conceptions of the future in education in three provincial cases: Alberta, British Columbia, and Ontario. Asserting that educational policy in Canada is grounded in the “future-logics” of educational innovation—reflective of an anticipatory orientation to governance—we critique concepts from each province’s curriculum policy documents: “competence,” “personalized learning,” and “p…
Psychology (5 works) · Pedagogy (4 works) · Political science (4 works) · Law (3 works) · Sociology (3 works) · Curriculum (2 works) · Epistemology (2 works) · Practicum (2 works) · Social Psychology (2 works) · Agency (philosophy (1 work)