BARBARA J THAYER-BACON
Biographic Data
| ID | 5742722 |
|---|---|
| NAME | BARBARA J THAYER-BACON |
| GIVEN NAMES | BARBARA J |
| FAMILY NAME | THAYER-BACON |
| SIGNATURE | THAYER-BACON B J |
| AFFILIATIONS | Cultural Studies of Education, University of Tennessee, Knoxville, TN, USA |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Living During a Technological Revolution
Redefining Work and Education in the Technological Revolution
What comes after postmodernism? Going fishing
What comes after postmodernism? Going fishing." Educational Philosophy and Theory, 50(14), pp. 1614–1615
Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education
A New Editor-in-Chief for Studies in Philosophy and Education
Learning to trust our students
Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students…
Nurturing a Democratic Community in the Classroom
Homogeneity and diversity
My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I consider, drawing on the work of Chantal Mouffe, the important role harmony and disagreement, and a te…
More or Less on Metaphor
Radical Democratic Communities Always-in-the-Making
Democratic classroom communities
Democratic classroom communities
Radical Democratic Communities Always-in-the-Making
More or Less on Metaphor
Homogeneity and diversity
My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I consider, drawing on the work of Chantal Mouffe, the important role harmony and disagreement, and a te…
Nurturing a Democratic Community in the Classroom
Learning to trust our students
Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students…
A New Editor-in-Chief for Studies in Philosophy and Education
Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education
What comes after postmodernism? Going fishing
What comes after postmodernism? Going fishing." Educational Philosophy and Theory, 50(14), pp. 1614–1615
Living During a Technological Revolution
Redefining Work and Education in the Technological Revolution
Law (11 works) · Political science (11 works) · Sociology (11 works) · Epistemology (10 works) · Higher education (9 works) · Law (9 works) · Philosophy (9 works) · Philosophy of education (9 works) · Pedagogy (7 works) · Philosophy (7 works)