Focusing mainly on the tacit side of pedagogical practices entails not only a revision of instructional practices but also that of the existing theoretical approaches to educational practices and learning and a work on the methodology of empirical research in the Educational Sciences. In terms of this effort references to subjects, objects and given structures are replaced by the concepts performativity, materiality and time.
In this volume the paradigm shift is applied to different educational fields, questions and methodologies, such as the performativity in imaginary, mediated and virtual spaces and other tacit subjects of learning, such as language education, the ethical implications of the adult-child differentiation, educational research on things and the mastery of university by the students.
Editors: Anja Kraus, Mie Buhl and Gerd-Bodo von Carlsburg
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Contents
Anja Kraus, Mie Buhl & Gerd-Bodo von Carlsburg
Introduction
Mariana Vassileva
Break In/Out
Performativity in Mediated and Virtual Learning Spaces
Mie Buhl, Rikke Ørngreen & Karin Levinsen
Teaching Performance in Performing Arts. Video Conferencing at the Highest Level of Music Education
Nino Ferrin
Mimetic References to a Digital World
Maud Hietzge
Mermaid Experiences – Empractical Subjectivation
Tacit Subjects of Learning
Zuzana Šalamounová
In Search of the Content of Scientific Concepts. A Linguistic Ethnographic Analysis of the Translation Strategies of Teachers
Tatiana Shchyttsova
Asymmetry and Gift. On Ethical Implications of the Adult-Child Differentiation
Anja Kraus
Materiality and Displacement. About the Pedagogically Framed Constitution of Subjectivity
Anna Herbert
Learning Strategies – New Routes for Students to Master University?
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