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dc.contributor.authorWeidler-Lewis, Joanna
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:12Z
dc.date.accessioned2021-10-09T19:52:49Z-
dc.date.available2021-10-09T15:50:12Z
dc.date.available2021-10-09T19:52:49Z-
dc.date.issued2021-06
dc.identifier.citationWeidler-Lewis, J. (2021). Teacher Roles in Prison Learning: Contradictions and Provocations. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1067-1068). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.1067
dc.identifier.urihttps://repository.isls.org//handle/1/7399-
dc.description.abstractAs the Learning Sciences continues to investigate teacher learning, it is important to recognize the myriad and complex contexts teachers may be a part. This paper presents initial findings from an interview study of teachers who teach in prisons. I draw on social practice theories of learning and concepts of ‘emotional relationality’ and ‘transformational possibility’ to argue that teaching in prison requires a level of care and love that calls into question any other normative claims of teaching in these contexts.en_US
dc.format.extentpp. 1067-1068
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleTeacher Roles in Prison Learning: Contradictions and Provocationsen_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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