On “becoming”—The “educational” quandary of teaching incarcerated youth
Bibliographic Data
| ID | 12425490 |
|---|---|
| Authors | Natalie Davey (corresponding author) |
| Year | 2017 |
| Volume | 39 |
| Issue | 4 |
| Pages | 391-409 |
| Publication date | 2017-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Review of Education Pedagogy & Cultural Studies (JOURNAL) |
| Journal identifiers | ISSN: 1071-4413 • E-ISSN: 1556-3022 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10714413.2017.1344510 |
| OpenAlex | W2742984161 |
| Language | EN |
| References cited | 13 |
In Biesta’s (2013) The Beautiful Risk of Education he argues that the “identity of the teacher has to be understood as a sporadic identity” (54, italics in the original).1 For Biesta this is “an id
Aesthetics · Identity (music · Mathematics education · Pedagogy · Sociology · Criminal Justice and Corrections Analysis · Critical Race Theory in Education · Education Discipline and Inequality · Philosophy · Psychology
Beautiful Risk of Education
Giving Teaching Back to Education
The Abandoned Generation
Youth in a Suspect Society
Youth Criminal Justice Policy in Canada
Talking to Strangers
The Human Condition
Learning behind bars
The Cruel Optimism of Education and Education's Implication with ‘Passing-on’
Roger Simon as a Thinker of the Remnants
Receiving the Gift of Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |