Sandy Farquhar
Dados Biográficos
| ID | 115202 |
|---|---|
| NOME | Sandy Farquhar |
| PRENOMES | Sandy |
| SOBRENOME | Farquhar |
| ASSINATURA | FARQUHAR S |
| AFILIAÇÕES | University of Auckland |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 20 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2019 |
| ÍNDICE H | 3 |
Innovations in Narrative and Metaphor
Service and leadership in the university
Purpose The purpose of this paper is to use duoethnography to explore experiences of service as work in the university, an institution increasingly shaped by neoliberal values. The authors trace the shift in emphasis within the university from one of a care-oriented form of service to a highly managerial form of service. The authors first interrogate childhood stories to make sense of the initial response to the role of service in a lecturer posi…
Unearthing truths in duoethnographic method
Purpose – The purpose of this paper is to engage with challenges the authors encountered in duoethnographic inquiry, including questions about what it means to tell the truth, and the decisions the authors made about what stories to include and exclude. The focus is on the ethical challenges involved in duoethnography and the ways in which the authors chose, and or felt compelled to, overcome them. The authors provide an argument for the need of …
Induction and mentoring in early childhood educational organizations
Seeing through the metaphor
This paper explores the idea of metaphor as a persuasive device, using as an example a recent OECD publication purporting to be a quality toolbox for early childhood education and care. Leaving aside the problematic notion of quality, we argue that there is a serious problem with the idea of education as something that can be done with a toolbox, particularly in the formative stages of young children’s education. We suggest that the OECD selectio…
Well-Being Narratives and Young Children
Whereas research on children's well-being in education has largely focused on adult perspectives rather than on children's understandings, recent scholarship argues for a stronger focus on children's experience and perceptions of their own well-being. Adopting a narrative approach, this article puts children's stories centre stage as we explore a philosophy of well-being for early childhood in two distant but similar countries, Finland and Aotear…
Philosophy and Pedagogy of Early Childhood
In recent years new discourses have emerged to inform philosophy and pedagogy in early childhood. These range from various postfoundational perspectives to objectivist accounts such as neuroscience in relation to brain development. Given the variety of competing narratives, the field is complex and multifaceted with potential to revision early childhood pedagogy through varied paradigms and philosophical orientations. This special issue sought sc…
Narrative Identity and Early Childhood Education
Working with Ricoeur’s notions of the ‘capable subject’ and ‘just institutions’ the paper examines the purposes and aims of early childhood education inherent in current policy. The paper argues that the form of early education now promoted moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum, Te Whariki (Ministry of Education, 1996). It argues that curren…
Lost in Translation
The paper examines some philosophical aspects of translation as a metaphor for education—a metaphor that avoids the closure of final definitions, in favour of an ongoing and tentative process of interpretation and revision. Translation, it is argued, is a complex process involving language, within and among cultures, and in the exercise of power. Drawing on Foucault's analysis of power, Nietzschean contingency, and the inversion of meaning that c…
Unearthing truths in duoethnographic method
Purpose – The purpose of this paper is to engage with challenges the authors encountered in duoethnographic inquiry, including questions about what it means to tell the truth, and the decisions the authors made about what stories to include and exclude. The focus is on the ethical challenges involved in duoethnography and the ways in which the authors chose, and or felt compelled to, overcome them. The authors provide an argument for the need of …
Well-Being Narratives and Young Children
Whereas research on children's well-being in education has largely focused on adult perspectives rather than on children's understandings, recent scholarship argues for a stronger focus on children's experience and perceptions of their own well-being. Adopting a narrative approach, this article puts children's stories centre stage as we explore a philosophy of well-being for early childhood in two distant but similar countries, Finland and Aotear…
Service and leadership in the university
Purpose The purpose of this paper is to use duoethnography to explore experiences of service as work in the university, an institution increasingly shaped by neoliberal values. The authors trace the shift in emphasis within the university from one of a care-oriented form of service to a highly managerial form of service. The authors first interrogate childhood stories to make sense of the initial response to the role of service in a lecturer posi…
Narrative Identity and Early Childhood Education
Working with Ricoeur’s notions of the ‘capable subject’ and ‘just institutions’ the paper examines the purposes and aims of early childhood education inherent in current policy. The paper argues that the form of early education now promoted moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum, Te Whariki (Ministry of Education, 1996). It argues that curren…
Lost in Translation
The paper examines some philosophical aspects of translation as a metaphor for education—a metaphor that avoids the closure of final definitions, in favour of an ongoing and tentative process of interpretation and revision. Translation, it is argued, is a complex process involving language, within and among cultures, and in the exercise of power. Drawing on Foucault's analysis of power, Nietzschean contingency, and the inversion of meaning that c…
Philosophy and Pedagogy of Early Childhood
In recent years new discourses have emerged to inform philosophy and pedagogy in early childhood. These range from various postfoundational perspectives to objectivist accounts such as neuroscience in relation to brain development. Given the variety of competing narratives, the field is complex and multifaceted with potential to revision early childhood pedagogy through varied paradigms and philosophical orientations. This special issue sought sc…
Induction and mentoring in early childhood educational organizations
Narrative Identity and Early Childhood Education
Working with Ricoeur’s notions of the ‘capable subject’ and ‘just institutions’ the paper examines the purposes and aims of early childhood education inherent in current policy. The paper argues that the form of early education now promoted moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum, Te Whariki (Ministry of Education, 1996). It argues that curren…
Lost in Translation
The paper examines some philosophical aspects of translation as a metaphor for education—a metaphor that avoids the closure of final definitions, in favour of an ongoing and tentative process of interpretation and revision. Translation, it is argued, is a complex process involving language, within and among cultures, and in the exercise of power. Drawing on Foucault's analysis of power, Nietzschean contingency, and the inversion of meaning that c…
Well-Being Narratives and Young Children
Whereas research on children's well-being in education has largely focused on adult perspectives rather than on children's understandings, recent scholarship argues for a stronger focus on children's experience and perceptions of their own well-being. Adopting a narrative approach, this article puts children's stories centre stage as we explore a philosophy of well-being for early childhood in two distant but similar countries, Finland and Aotear…
Philosophy and Pedagogy of Early Childhood
In recent years new discourses have emerged to inform philosophy and pedagogy in early childhood. These range from various postfoundational perspectives to objectivist accounts such as neuroscience in relation to brain development. Given the variety of competing narratives, the field is complex and multifaceted with potential to revision early childhood pedagogy through varied paradigms and philosophical orientations. This special issue sought sc…
Unearthing truths in duoethnographic method
Purpose – The purpose of this paper is to engage with challenges the authors encountered in duoethnographic inquiry, including questions about what it means to tell the truth, and the decisions the authors made about what stories to include and exclude. The focus is on the ethical challenges involved in duoethnography and the ways in which the authors chose, and or felt compelled to, overcome them. The authors provide an argument for the need of …
Induction and mentoring in early childhood educational organizations
Seeing through the metaphor
This paper explores the idea of metaphor as a persuasive device, using as an example a recent OECD publication purporting to be a quality toolbox for early childhood education and care. Leaving aside the problematic notion of quality, we argue that there is a serious problem with the idea of education as something that can be done with a toolbox, particularly in the formative stages of young children’s education. We suggest that the OECD selectio…
Service and leadership in the university
Purpose The purpose of this paper is to use duoethnography to explore experiences of service as work in the university, an institution increasingly shaped by neoliberal values. The authors trace the shift in emphasis within the university from one of a care-oriented form of service to a highly managerial form of service. The authors first interrogate childhood stories to make sense of the initial response to the role of service in a lecturer posi…
Innovations in Narrative and Metaphor
Sociology (9 obras) · Pedagogy (7 obras) · Psychology (6 obras) · Early childhood education (5 obras) · Linguistics (5 obras) · Narrative (5 obras) · Philosophy (5 obras) · Political science (5 obras) · Developmental psychology (4 obras) · Epistemology (4 obras)