Keely Blanch
Biographic Data
| ID | 759274 |
|---|---|
| NAME | Keely Blanch |
| GIVEN NAMES | Keely |
| FAMILY NAME | Blanch |
| SIGNATURE | BLANCH K |
| AFFILIATIONS | University of Otago |
| ORCID | 0000-0003-1793-2974 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Future teachers debate charter schools on Facebook
We argue that Garrett and Segall’s concepts of ‘doing school’ and ‘pushing back’ are valuable tools for analysing pre-service teachers’ political views of neoliberal education reforms such as the introduction of charter schools. We extend Garrett and Segall’s conceptualization by hybridizing ‘doing school’ and ‘pushing back’ in order to move beyond a simplistic celebration of student resistance, which often overlooks forms of resistance that are …
Mobility, place and affect in transnational teacher education graduates’ accounts of their first year teaching
Five beginning teachers' reflections on enacting New Zealand's national standards
Five beginning teachers' reflections on enacting New Zealand's national standards
Future teachers debate charter schools on Facebook
We argue that Garrett and Segall’s concepts of ‘doing school’ and ‘pushing back’ are valuable tools for analysing pre-service teachers’ political views of neoliberal education reforms such as the introduction of charter schools. We extend Garrett and Segall’s conceptualization by hybridizing ‘doing school’ and ‘pushing back’ in order to move beyond a simplistic celebration of student resistance, which often overlooks forms of resistance that are …
Mobility, place and affect in transnational teacher education graduates’ accounts of their first year teaching
Five beginning teachers' reflections on enacting New Zealand's national standards
Mobility, place and affect in transnational teacher education graduates’ accounts of their first year teaching
Future teachers debate charter schools on Facebook
We argue that Garrett and Segall’s concepts of ‘doing school’ and ‘pushing back’ are valuable tools for analysing pre-service teachers’ political views of neoliberal education reforms such as the introduction of charter schools. We extend Garrett and Segall’s conceptualization by hybridizing ‘doing school’ and ‘pushing back’ in order to move beyond a simplistic celebration of student resistance, which often overlooks forms of resistance that are …
Pedagogy (3 works) · Sociology (3 works) · Global Education and Multiculturalism (2 works) · Mathematics education (2 works) · Political science (2 works) · Psychology (2 works) · Social science (2 works) · Accountability (1 work) · Affect (linguistics (1 work) · Charter (1 work)