{"title":"问责即实践：关于非殖民化教学方法的辩证对话","authors":"Emily Alicia Affolter, Abby Yost","doi":"10.1080/03054985.2024.2328606","DOIUrl":null,"url":null,"abstract":"This article engages two teacher educators committed to social justice. We dialogue about our different pedagogies, ideologies, and approaches to education, learning from each other’s mistakes and ...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"43 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Accountability as praxis: a dialectical conversation on decolonising teaching methods\",\"authors\":\"Emily Alicia Affolter, Abby Yost\",\"doi\":\"10.1080/03054985.2024.2328606\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article engages two teacher educators committed to social justice. We dialogue about our different pedagogies, ideologies, and approaches to education, learning from each other’s mistakes and ...\",\"PeriodicalId\":47910,\"journal\":{\"name\":\"Oxford Review of Education\",\"volume\":\"43 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-03-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Oxford Review of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/03054985.2024.2328606\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Oxford Review of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03054985.2024.2328606","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Accountability as praxis: a dialectical conversation on decolonising teaching methods
This article engages two teacher educators committed to social justice. We dialogue about our different pedagogies, ideologies, and approaches to education, learning from each other’s mistakes and ...
期刊介绍：
The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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