Academic literature on the topic 'Schooling spaces'
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Journal articles on the topic "Schooling spaces"
Dias, Alfrancio Ferreira, Helma de Melo Cardoso, Adriana Lohanna dos Santos, Carlos André Araújo Menezes, and Pedro Paulo Souza Rios. "Schooling and subversions of gender." Revista Tempos e Espaços em Educação 10, no. 22 (May 4, 2017): 83–92. http://dx.doi.org/10.20952/revtee.v10i22.6433.
Full textReeves, Jenelle. "Teacher identity work in neoliberal schooling spaces." Teaching and Teacher Education 72 (May 2018): 98–106. http://dx.doi.org/10.1016/j.tate.2018.03.002.
Full textKuzniak, Alain, Denis Tanguay, and Iliada Elia. "Mathematical Working Spaces in schooling: an introduction." ZDM 48, no. 6 (September 3, 2016): 721–37. http://dx.doi.org/10.1007/s11858-016-0812-x.
Full textFranklin-Phipps, Asilia. "Entangled Bodies: Black Girls Becoming-Molecular." Cultural Studies ↔ Critical Methodologies 17, no. 5 (October 21, 2016): 384–91. http://dx.doi.org/10.1177/1532708616674993.
Full textBurke, Catherine, and William Whyte. "The spaces and places of schooling: historical perspectives." Oxford Review of Education 47, no. 5 (September 3, 2021): 549–55. http://dx.doi.org/10.1080/03054985.2021.1973984.
Full textPress, Frances, and Christine Woodrow. "Commodification, Corporatisation and Children's Spaces." Australian Journal of Education 49, no. 3 (November 2005): 278–91. http://dx.doi.org/10.1177/000494410504900305.
Full textLopez, Ann E., and Gaëtane Jean-Marie. "Challenging Anti-Black Racism in Everyday Teaching, Learning, and Leading: From Theory to Practice." Journal of School Leadership 31, no. 1-2 (January 2021): 50–65. http://dx.doi.org/10.1177/1052684621993115.
Full textPhilp, Katherine D., and Michele Gregoire Gill. "Reframing After-School Programs as Developing Youth Interest, Identity, and Social Capital." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (March 2020): 19–26. http://dx.doi.org/10.1177/2372732219892647.
Full textForbes, Joan, and Gaby Weiner. "Gendering/ed research spaces: insights from a study of independent schooling." International Journal of Qualitative Studies in Education 26, no. 4 (April 2013): 455–69. http://dx.doi.org/10.1080/09518398.2013.765610.
Full textMcLeod, Julie. "Experimenting with education: spaces of freedom and alternative schooling in the 1970s." History of Education Review 43, no. 2 (September 30, 2014): 172–89. http://dx.doi.org/10.1108/her-03-2014-0019.
Full textDissertations / Theses on the topic "Schooling spaces"
Aura, Quynh. "A mic to the margin : opening up spaces for alternate voices in schooling." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54021.
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Merkle, Jacqueline Powers. "Rocking the Boat, While Staying in: Navigating Domination and Resistance in Suburban Schooling Spaces." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542224886343478.
Full textWatt, Diane P. "Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19973.
Full textTerry, Clarence La Mont. "An exploration of the impact of critical math literacies and alternative schooling spaces on the identity development of high school-aged black males in South Los Angeles." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970606961&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textHarasymchuk, Brad. "Place-based education & critical pedagogies of place: teachers challenging the neocolonizing processes of the New Zealand and Canadian schooling systems." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10662.
Full textBrandão, Arlita Rodrigues. "Tempo e espaço no currículo escolar." Universidade do Vale do Rio do Sinos, 2009. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1989.
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Problematizar o uso do tempo-espaço no currículo escolar na formação de sujeitos Modernos é a proposta desta dissertação. O material empírico foi organizado a partir da inserção em uma escola de tempo integral – CIEP, localizada na cidade de Santo Ângelo, Rio Grande do Sul. Objetivando analisar enunciados produzidos sobre a escolarização de tempo integral, compus o material analítico de 22 registros fotográficos justificando sua escolha. Das recorrências dos enunciados foi definido o problema de pesquisa, assim como as três categorias de análises. A pergunta de pesquisa – “Como categorias de tempo e espaço estão implicadas em práticas curriculares que se voltam para a constituição de sujeitos escolares desejáveis dentro de uma dada ordem social em uma escola de tempo integral?”. E, por conseguinte, as categorias de análise que permitiram fazer percursos interpretativos: 1) espaço e tempo como elementos para a constituição dos alunos nas práticas curriculares; 2) práticas curriculares como envolvimento de todo
To question the use of time-space in school curriculum in the formation of Modern subjects is the aim of this thesis. The empirical data was organized from the researcher insertion in a full-day school – CIEP, located in Santo Ângelo, Rio Grande do Sul. In order to analyze statements produced regarding full-day school-based, I assembled an analytic data of 22 photographic records justifying its choice. From the recurrence of statements it was defined the research question, as well as the three categories of analysis. The research question – “How time and space categories are implicated in curriculum practices concerned with the constitution of a desired school body inside certain social order in a full-day school?”. And, thereafter, the categories of analysis which allowed undergoing the interpretative paths: 1) time and space as elements for the constitution of the students in the curriculum practices; 2) curriculum practices as a collective involvement in school’s time-space; 3) pedagogical practices that r
Bizarro, Fernanda de Lima. "Em meio a infâncias e arquiteturas escolares : um estudo sobre os pátios da educação infantil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27058.
Full textMy purpose is to invite those who read me to think with me about my research concerning spaces of Childhood Education Institutions commonly called schoolyards. At the same time it is being relegate to them a secondary condition that takes them away from studies of their settings, step by step, in many schools they are being suppressed. Following the post-structuralist perspective on the writing process of my dissertation, I do not turn myself to so many existing schoolyards empirically, but to the study of their norms and speeches presented on documents and selected editorial publications that analyze schoolyards. Therefore, the empiric material of this analysis is composed by two recent documents released by the Ministry of Education and Culture (MEC) and two editorial publications released in the past decades: Infrastructure Basic Parameters for Childhood Education Institutions – volume (MEC, 2008a) and booklet (MEC, 2008b) - School Yard Landscaping (Fedrizzi, 1999) - The City and the Child (LIMA, 1989). Starting from them, I write about historical events that culminated with the construction of the Childhood Education Institutions as we know; I focus on the schoolyards amid the discourse that constitutes childhood education; I aboard the formation of discursive areas that, somehow, are authorized or legitimized as theoretical benchmarks for school spaces, especially referring to the examined documents and the childhood education institutions schoolyards and I dedicate myself to the question I consider central to this theme both for research related to childhood, as to school architecture. Those many highlighted questions above, aroused in the course of this investigation, led me to not well-known schoolyard, one that shows itself in different aspects. It is a place that contains a history and that constituted itself just like the own young children institutionalization/schooling. It is a place that invites children to stay in it. And, in this sense, a space with a particular role in schooling and that means a lot to children who remain in the Childhood Schools. A space destined to connect to the street, fantasy, fun, nature, learning, pleasure. All of this within school limits, not only in a physical sense, but an environment calculated and controlled to this purpose. A governed place. I remark, withal, that school architecture - and/or government of childhood using that architecture – does not belong to just one speech, in this case the pedagogical one. It belongs to a set of practices or discursivities areas around this site: the school.
Oliveira, Nayara Cristine Sousa. "Jovens e o espaço escolar : ocupações, concepções e expectativas sobre a escola." Universidade Federal de Uberlândia, 2017. https://repositorio.ufu.br/handle/123456789/20908.
Full textThis paper is based on the assumption that there’s a divergence between the historicity of the school and its objectives and the contemporary youth and their requests. Therefore the objective of this research is to analyze the relation between the youth and the organization of the schooling space, more specifically, the following problematic was investigated: Which sense and perspectives, youngsters build over the schooling space? How is the schooling space configured and how it’s occupied/lived/transformed by youngsters? What expectations do youngsters evidence in relation to the transformation of the schooling space? How should the schooling space be organized according to young students’ point of view? The localization of the research is a public school which attends youngsters of Middle School and it’s located in a medium-sized city in the state of Minas Gerais. The methodological organization of the research combined four procedures to collection and analysis of data: i) the observation, the production of a notebook and field and the image registration (the production of photographic images) of the schooling space; ii) the analysis of text productions elaborated by young students of middle school, iii) the youngsters’ reports captured through interviews. We identified that the youth raised in the contemporary world produces conflicts with the modern schooling space and places the schooling education under suspicion. The organization of the schooling space is, in this context, put in check. As the school doesn’t meet the expectations of the youth universe, there’s a maladjustment between being young the role of a student. From the analysis of the schooling space we realize that the school doesn’t know the youngster that lies on the student, as if entering the gate this subject was able to abandon, for a few hours, one’s expectations, experiences, necessities, socio-cultural identity. However the youth lives and occupies the schooling space giving it meaning and diverse uses, letting their trademarks in the space organization, as in transgressions, escapes, indiscipline, type of sociability build, conflicts, scratches, bodies. Therefore they speak about impositions, strategies and resistance which imply the necessity of identifying, expressing, making the school a place of belonging.
Dissertação (Mestrado)
Castilho, Clarissa Silva de. "O espaço escolar como mediador simbólico: cultura, experiência e sentidos." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-131828/.
Full textFrom Vygotskys construct of symbolic mediation, understood as intrinsic to the human psychological and cultural development, this qualitative study has investigated the school environment as a mediator of meanings and senses of school, both by means of what the schools architectural configuration proposes and by the experience and uses that it allows, and has focused on the schools resignification by its users, especially students. The study included two dimensions: an analysis of the theoretical framework and empirical research. The theoretical research included authors from different areas of knowledge education, architecture, psychology, philosophy and geography , who brought important contributions to this discussion. The empirical research was conducted in a state public school in Sao Paulo city. Built 104 years ago, during the First Republic, such school was listed by Conselho de Defesa do Patrimônio Histórico, Arqueológico, Artístico e Turístico (CONDEPHAAT Council for the Defense of Historical, Archaeological, Artistic and Touristic Heritage) of São Paulo State Department of Culture, for the historical, cultural and architectural value of its building. As for data collection, I used field observation and iconographic records (photographs and drawings), free interviews and recording of spontaneous comments from school officials and a semi-structured group interview with 8th grade students, aiming to identify and understand the constitution, organization, use, and daily experience and meanings of the school space. Thus, I have written a reflection that brings contributions to the understanding of space as a human construction and, as such, as a place that carries meanings that are not random and can be transformed and recreated through the diversity of appropriations by real people; a place that imposes constraints (conforming mentalities and corporealities) and enforces control and discipline or that may be open to creative experimentation; a place impregnated with culture(s), but also inhabited by our personal perceptions and experiences; and, in the case of school, materiality which also proposes senses of school and knowledge and about its role in our society.
Rosas, Blanch Faye, and faye blanch@flinders edu au. "Nunga rappin: talkin the talk, walkin the walk: Young Nunga males and Education." Flinders University. Yunggorendi First Nations Centre, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090226.102604.
Full textBooks on the topic "Schooling spaces"
author, Jasper Alison E., ed. Schooling indifference: Re-imagining RE in multi-cultural and gendered spaces. New York: Routledge/Taylor & Francis Group, 2017.
Find full textElisha, Rentfrow, and Cox Margo, eds. Experiencing home: As a homeschool family. Fort Collins, Colo: Zajan Pub., 2011.
Find full textFataar, Aslam. Engaging Schooling Subjectivities Across Post-apartheid Urban Spaces. SUN MEDIA, 2015. http://dx.doi.org/10.18820/9781920689834.
Full textTravellers and Home Education: Safe Spaces and Inequality. Institute of Education Press (IOE Press), 2014.
Find full textJasper, Alison, and John I'anson. Schooling Indifference: Reimagining Re in Multi-Cultural and Gendered Spaces. Taylor & Francis Group, 2019.
Find full textCudworth, Dave. Schooling and Travelling Communities: Exploring the Spaces of Educational Exclusion. Palgrave Macmillan, 2018.
Find full textCudworth, Dave. Schooling and Travelling Communities: Exploring the Spaces of Educational Exclusion. Palgrave Macmillan, 2018.
Find full textRowe, Emma E. Middle-Class School Choice in Urban Spaces: The Economics of Public Schooling and Globalized Education Reform. Taylor & Francis Group, 2016.
Find full textRowe, Emma E. Middle-Class School Choice in Urban Spaces: The Economics of Public Schooling and Globalized Education Reform. Taylor & Francis Group, 2018.
Find full textRowe, Emma E. Middle-Class School Choice in Urban Spaces: The Economics of Public Schooling and Globalized Education Reform. Taylor & Francis Group, 2016.
Find full textBook chapters on the topic "Schooling spaces"
Eva, Vass. "Building dialogic spaces through inclusive conversations." In Engaging Schooling, 101–19. Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315561905-14.
Full textCatherine, Attard, and Hatton Caroline. "Opening up pedagogical and physical spaces for learning." In Engaging Schooling, 45–53. Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315561905-6.
Full textCatherine, Attard, and Hatton Caroline. "Opening up pedagogical and physical spaces for learning." In Engaging Schooling, 54–59. Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315561905-7.
Full textCatherine, Attard, and Hatton Caroline. "Opening up pedagogical and physical spaces for learning." In Engaging Schooling, 60–64. Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315561905-8.
Full textSäljö, Roger. "Schooling and Spaces For Learning." In Learning, Social Interaction and Diversity – Exploring Identities in School Practices, 9–14. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-803-2_2.
Full textCudworth, Dave. "Changing Gender Relations: The Impact of Educational Spaces." In Schooling and Travelling Communities, 193–218. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91364-3_7.
Full textRönnerman, Karin, and Petri Salo. "Action Research and Communicative Spaces." In Education in an Era of Schooling, 91–105. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2053-8_7.
Full textKjaran, Jón Ingvar. "The Schooling of Gendered Bodies and Sexualities." In Constructing Sexualities and Gendered Bodies in School Spaces, 13–58. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-53333-3_2.
Full textRodríguez, Esmeralda, and Claudia G. Cervantes-Soon. "The Schooling of Young Empowered Latinas/Mexicanas Navigating Unequal Spaces." In Handbook on Promoting Social Justice in Education, 1–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_104-1.
Full textRodríguez, Esmeralda, and Claudia G. Cervantes-Soon. "The Schooling of Young Empowered Latinas/Mexicanas Navigating Unequal Spaces." In Handbook on Promoting Social Justice in Education, 2107–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_104.
Full textConference papers on the topic "Schooling spaces"
Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.
Full textZurru, Antioco Luigi, Antonello Mura, and Ilaria Tatulli. "Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9411.
Full textVeldhoen, Karine, and Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.
Full textGonick, Marnina. "Living and Learning in Abject Space: Youth, Schooling, and Rurality." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578288.
Full textSuzuki, Katsuya, Shinsuke Torisawa, and Tsutomu Takagi. "Mathematical and Experimental Analysis of Schooling Behavior During Growth in Juvenile Chub Mackerel: Considerations of Population Density and Space Limitation." In ASME 2007 26th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2007. http://dx.doi.org/10.1115/omae2007-29669.
Full textRodrigues, Barbara Luiza Ludvig, Priscilla Eli Alves, and Solange Aparecida de Oliveira Hoeller. "Material culture as a methodological possibility for studies on the history of early childhood education in Brazil." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-013.
Full textDumitrașcu, Doina Maria. "Geographical spatial thinking, expression of scientific thinking – ability of investigative competence." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p49-53.
Full textAlcântara, Aline, Gabrielli Queiroz, Laura Bessa Uhl, Ana Paula Peçanha Passos, Aline Siqueira, and Carolina Magalhães. "Lucas law and the teacher training of a private schoolin Campos dos Goytacazes-RJ: A pilot study." In 7th International Congress on Scientific Knowledge. Biológicas & Saúde, 2021. http://dx.doi.org/10.25242/8868113820212418.
Full textReports on the topic "Schooling spaces"
Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.
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