Thinking and learning? On (not) dreaming in the classroom

Bibby, Tamara

doi:10.1057/pcs.2015.4

Cited by 3 publications

(1 citation statement)

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“…We use the term particularly to capture the insights of psychoanalytic perspectives on learning (Bibby, 2010(Bibby, , 2015Britzman, 1998), about the necessity of 'holding doubt', of acknowledging but also managing negative emotions and fear of failure (being able to contain, in an expansive rather than restricting sense). In this sense, being capacious involves allowing for difference, for struggle and difficulty; for a wider range of identities; a greater fluidity in roles; an openness to the world, a sense of being in process, dynamic, changing, even where this involves discomfort or incompleteness.…”

Section: Capaciousmentioning

confidence: 99%

Considerate, convivial and capacious? Finding a language to capture ethos in ‘creative’ schools

Bragg

Manchester

2016

Discourse: Studies in the Cultural Politics of Education

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms • The research was enabled by a grant from Creativity, Culture and Education. what we describe as 'considerate, convivial and capacious' school ethos. We aim thereby to value the achievements of such schools; provide tools to contest dominant discourses around ethos; and advocate more critical and reflexive approaches to researching the practices, orientations and social relationships of the 'worlds' enacted by and within schools.

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Section: Capaciousmentioning

confidence: 99%