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living person whose life was being told required a historical/empirical differentiation in the complex relationship between individuals and their past and present environment. This again posed new questions about the theorizing of the learner subjectivity. The narrators were interpreting their own lives

In: The Societal Unconscious
Author: Kirsten Weber

where the ideas were well motivated and the activities had a purpose. I.e. liberate a historical insight from its current re-interpretations and “take it back where it belonged”. As for women’s experience the process is obviously doubled along with critical events in the life course: Motherhood and wage

In: The Societal Unconscious
Author: Linden West

stupid and arrogant to suppose that any of these meanings (within cultures) can in any way be prescribed: they are made by living people, made and remade, in ways that we cannot know in advance’. The Marxist interpretation of culture, he argued, could never be accepted so long as it retained a directive

In: The Societal Unconscious

” ( Gordon, 2008 , p. 190). It was a reminder how history makes social life, and made plain the ways in which ableism is historically imbedded in our society. While reading your book, the participants (the lived) met me (the living) and they demanded a reckoning. My intensions with this letter are to show

In: The "Strong Poet"

interested in understanding how my son’s socially mediated life affects his educational perspectives, and how this understanding informs and reforms my perspectives on contemporary teaching and learning. As a mom, I have seen three of my children move through the tween phase. I am a university prepared

In: Child-Parent Research Reimagined

never have attended any sort of higher educational institution. Many people presume a power differential when they find out what you do for a living. I would imagine this is even more pronounced for people who work at elite universities. Rather than view you as a collaborator, people might look to you

In: Researching With

1 Introduction The development of English as a language of global significance is an important factor motivating the increasing number of students seeking academic and professional credentials at North American universities ( Park & Wee, 2012 ). The growing influx of international students at

In: Deterritorializing Language, Teaching, Learning, and Research

are ultimately responsible to Indigenous communities, meaning that Indigenous communities are the final judges of the validity and effectiveness of insurgent research. Research is action oriented and works as a motivating factor for practical and direct action among Indigenous peoples and in

In: Researching With
Author: Linda Ware

, specific study skills, or cognitive strategies, and/or hierarchical developmental stages. Instruction is primarily devoted to increasing a student’s competence in school goals rather than life goals. Hence, there is little, if any, acknowledgment that school goals and life requirements may not coincide

In: The "Strong Poet"

-related quality of life” (p. 387). In the study of 1,105 Dutch children between the ages of 8–11 years old, Theunissen and colleagues found that there was a difference in agreement between child and parent reporting, suggesting “that parent reports cannot be substituted for child reports” (p. 395). If this is the

In: Child-Parent Research Reimagined