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2024 Book Chapter Towards a New Standard of DissensusHeimans, Stephen, Hansen, Dion Rüsselbæk and Clarke, Matthew (2024). Towards a New Standard of Dissensus. Teacher Education and Its Discontents. (pp. 176-197) London: Routledge. doi: 10.4324/9781003422358-11 |
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2024 Book Chapter Teacher education and its discontents: an introductionPhelan, Anne M., Magnússon, Gunnlaugur, Heimans, Stephen and Unsworth, Ruth (2024). Teacher education and its discontents: an introduction. Teacher education and its discontents. (pp. 1-14) edited by Gunnlaugur Magnússon, Anne M. Phelan, Stephen Heimans and Ruth Unsworth. London, United Kingdom: Routledge. doi: 10.4324/9781003422358-1 |
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2024 Book Chapter Playing with power and being played: collaborative gameplay as a site of connection and insightThiele, Catherine, Black, Alison L., Munge, Brendon, Manathunga, Catherine, Heimans, Stephen, Schriever, Vicki, Dwyer, Rachael and Davidow, Shelley (2024). Playing with power and being played: collaborative gameplay as a site of connection and insight. Ludic inquiries into power and pedagogy in higher education. (pp. 187-205) edited by Amelia Walker, Helen Grimmett and Alison L. Black. London, United Kingdom: Routledge. doi: 10.4324/9781003450979-19 |
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2024 Book Chapter Prologue. Decoloniality as a pedagogical imperative in (teacher) educationSingh, Parlo, Heck, Deborah, Heimans, Stephen and Ambrosetti, Angelina (2024). Prologue. Decoloniality as a pedagogical imperative in (teacher) education. Decolonising teacher education. (pp. 1-22) edited by Parlo Singh, Deborah Heck, Stephen Heimans and Angelina Ambrosetti. Singapore, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-97-8939-9_1 |
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2024 Book Chapter Principal leadership as a situated ecology of practices in a diversifying rural schoolKettle, Margaret, Heimans, Stephen and Dargusch, Joanne (2024). Principal leadership as a situated ecology of practices in a diversifying rural school. Sharing leadership stories in rural education: leading rurally across Australia and the United States. (pp. 51-66) edited by Simone White, Jayne Downey and Melyssa Fuqua. Singapore, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-97-8293-2_4 |
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2015 Book Chapter Taking a 'material turn' in education policy research?Heimans, Stephen (2015). Taking a 'material turn' in education policy research?. Education Policy and Contemporary Theory: Implications for Research. (pp. 160-170) edited by Kalervo N. Gulson, Matthew Clarke and Eva Bendix Petersen. London, United Kingdom: Taylor and Francis. doi: 10.4324/9781315818429 |
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2014 Book Chapter Take action or do nothing: the educational dilemma of the teacherBoyle, Christopher and Heimans, Stephen (2014). Take action or do nothing: the educational dilemma of the teacher. Equality in education: fairness and inclusion. (pp. 51-57) edited by Hongzhi Zhang, Philip Wing Keung Chan and Christopher Boyle. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6209-692-9_5 |
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2012 Book Chapter Deparochializing educational research: three critical, illustrative narrativesLingard, Bob, Hardy, Ian and Heimans, Stephen (2012). Deparochializing educational research: three critical, illustrative narratives. Knowledge mobilization and educational research: politics, languages and responsibilities. (pp. 211-236) edited by Tara Fenwick and Lesley Farrell. New York, United States: Routledge. |
