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Books on the topic 'Critical constructivism'

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Published: 4 June 2021
Last updated: 6 February 2022

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1

Teaching the way children learn: Images of possibility. New York, NY: Teachers College, Columbia University, 2009.

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2

Creating contexts for learning and self-authorship: Constructive-developmental pedagogy. Nashville: Vanderbilt University Press, 1999.

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3

Keil, Daniel, Tobias Goll, and Thomas Telios. Critical Matter: Diskussionen eines neuen Materialismus. Münster: Edition Assemblage, 2013.

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4

David, Hyerle, ed. Visual tools for transforming information into knowledge. 2nd ed. Thousand Oaks, CA: Corwin Press, 2009.

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5

Mark, Peace, ed. Teaching and learning and the curriculum: A critical introduction. New York: Continuum, 2012.

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6

Alan, Ticotsky, ed. The shape of change. 2nd ed. Acton, Mass: Creative Learning Exchange, 2005.

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7

Levitt, Heidi M. Essentials of critical-constructivist grounded theory research. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000231-000.

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8

Reiter, Michael D., and Ronald J. Chenail, eds. Constructivist, Critical, and Integrative Approaches to Couples Counseling. New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315308319.

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9

Visual tools for constructing knowledge. Alexandria, Va: Association for Supervision and Curriculum Development, 1996.

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10

1953-, Miller Hugh T., ed. Postmodern public administration: Toward discourse. Thousand Oaks, Calif: Sage Publications, 1995.

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11

Woesler, Martin. A new model of cross-cultural communication: Critically reviewing, combining and further developing the basic models of Permutter, Yoshikawa, Hall, Hofstede, Thomas, Hallpike, and the social constructivism = Kua wenhua mokuai bijiao ji guojihua nengli de goujian. 2nd ed. Berlin: European University Press, 2011.

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12

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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13

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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14

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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16

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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17

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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18

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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19

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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20

Critical Constructivism Primer (Lang Primers). Peter Lang Publishing, 2005.

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21

1949-, Goodman Greg S., ed. Educational psychology: An application of critical constructivism. New York: P. Lang, 2008.

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22

International Relations' Last Synthesis?: Decoupling Constructivist and Critical Approaches. Oxford University Press, 2019.

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23

(Editor), Elijah Mirochnik, and Debora C. Sherman (Editor), eds. Passion and Pedagogy: Relation, Creation, and Transformation in Teaching (Lesley College Series in Arts and Education, Vol. 1). Peter Lang Publishing, 2001.

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24

Lott, Anthony D. Creating Insecurity: Realism, Constructivism, and Us Security Policy (Critical Security Series). Ashgate Publishing, 2004.

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25

Lawson, Stephanie. 16. Critical Approaches to Global Politics. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780198704386.003.0017.

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This chapter examines seven critical approaches to global politics: Marxism, Critical Theory, constructivism, feminism, postmodernism, postcolonial theory, and green theory. In their book The Manifesto of the Communist Party, Karl Marx and Friedrich Engels address the implications for global order of the rise of capitalism and the role of the bourgeoisie as controllers of capital. Their ideas have had a major influence on critical approaches to virtually all aspects of both domestic and global politics. The chapter considers some major strands of Marxist-influenced theory of direct relevance to global politics, including dependency theory, world-system theory, Gramscian theory, and Frankfurt School theory. It also discusses gender theory and compares postmodern/poststructural approaches to global politics with Critical Theory and constructivism in International Relations.
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26

Educational Psychology: An Application of Critical Constructivism (Counterpoints: Studies in the Postmodern Theory of Education). Peter Lang Pub Inc, 2008.

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27

Schroeder, Randy. Strange attractions: Chaos, culture, and contemporary fictions. 1996.

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28

Filipe, dos Reis, and Kessler Oliver. Part II Approaches, Ch.17 Constructivism and the Politics of International Law. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198701958.003.0018.

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This chapter argues that the ‘moderate’ and ‘radical’ versions of constructivism differ in their very understanding of the politics of international law and thus the way they connect to international legal theory (ILT). The moderate version is formed as an attempt to marry sociological institutionalism with (what this version perceives to be) critical theory. The research of moderate constructivists is driven by a functionalist understanding of international law, in which law helps to secure normative progress. This leads moderate constructivists to make visible the force of law through states’ compliance and, subsequently, the politics of law involved in their reasons for doing/not-doing so. By taking compliance as its central problématique, this literature often refers to liberal writers in ILT and shares with them a functional understanding of law.
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29

Postmodern Public Administration. M.E. Sharpe, 2006.

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30

Paula, Feldman, Rider Alistair, and Schubert Karsten, eds. About Carl Andre: Critical texts since 1965. London: Ridinghouse, 2006.

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31

Özsu, Umut. Towards a critical constructivist theory of legal "norm-internalization": Two cases from early Republican Turkey. 2007.

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32

A Field Guide to Using Visual Tools. Association for Supervision & Curriculum Deve, 2000.

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33

1953-, Miller Hugh T., and Fox Charles J, eds. Postmodernism, "reality" & public administration: A discourse. Burke, Va: Chatelaine Press, 1997.

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34

Postmodernism, "Reality" & Public Administration: A Discourse. Chatelaine Pr, 1997.

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35

Barkin, J. Samuel, and Laura Sjoberg. International Relations' Last Synthesis? Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190463427.001.0001.

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Many scholars, intentionally or unintentionally, have entangled constructivisms and critical theories in problematic ways, either by assigning a critical-theoretical politics to constructivisms or by assuming the appropriateness of constructivist epistemology and methods for critical theorizing. This book makes the argument that these connections mirror the grand theoretical syntheses of International Relations (IR) in the 1980s and 1990s, and have similar constraining effects on the possibilities of International Relations theory. These connections have been made without adequate reflection, in contradiction to the base assumptions of each theoretical perspective, and to the detriment of both knowledge accumulation about global politics and theoretical rigor in disciplinary International Relations. It is not that constructivisms and critical theories have no common ground but instead that the overstatement of their common ground that has become routine among International Relations scholars is counterproductive to the discovery and utilization of their potential dialogues. To that end, this book argues that scholars using the two in conjunction should be cognizant of, rather than gloss over, the tensions between them as approaches and the different tools they have to offer. Along these lines, the book uses the concept of affordances to look at what each has to offer the other, and to argue for a modest, reflective, specified return to (constructivist and critical) International Relations theorizing that has the potential to revive International Relations theorizing by rejecting its oversimple syntheses.
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36

Chowdhry, Geeta, and L. H. M. Ling. Race(ing) International Relations: A Critical Overview of Postcolonial Feminism in International Relations. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.413.

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Postcolonial feminism in international relations (PFIR) is a disciplinary field devoted to the study of world politics as a site of power relations shaped by colonization. PFIR combines postcolonial and feminist insights to explore questions such as how the stratum of elite power intersects with subterranean layers of colonization to produce our contemporary world politics; how these interrelationships between race, gender, sex, and class inform matrices of power in world politics; and how we account for elite and subaltern agency and resistance to the hegemonic sphere of world politics. PFIR is similar to Marxism, constructivism, and postmodernism in that they all posit that the masses underwrite hegemonic rule and, in so doing, ultimately have the means to do away with it. One difference is that PFIR emanates from the position of the subaltern; more specifically, the colonized’s colonized such as women, children, the illiterate, the poor, the landless, and the voiceless. Three major components are involved in PFIR in its analysis of world politics: culture, politics, and material structures. Also, eight common foci emerge in PFIR: intersectionality, representation, and power; materiality; relationality; multiplicity; intersubjectivity; contrapuntality; complicity; and resistance and accountability. PFIR gives rise to two interrelated projects: an empirical inquiry into the construction and exercise of power in daily life, and theory building that reflects this empirical base. A future challenge for PFIR is to elucidate how we can transform, not just alleviate, the hegemonies that persist around the world.
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37

Richard, Pallascio, Daniel Marie-France 1952-, and Lafortune Louise, eds. Pensée et réflexivité: Théories et pratiques. Sainte-Foy (Québec): Presses de l'Université du Québec, 2004.

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38

Constructivist, Critical, and Integrative Approaches to Couples Counseling. Taylor & Francis Group, 2017.

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39

Reiter, Michael D., and Ronald J. Chenail. Constructivist, Critical, and Integrative Approaches to Couples Counseling. Taylor & Francis Group, 2017.

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40

Interpretive Quantification: Methodological Explorations for Critical and Constructivist IR. University of Michigan Press, 2017.

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41

Disch, Lisa, Mathijs van de Sande, and Nadia Urbinati, eds. The Constructivist Turn in Political Representation. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474442602.001.0001.

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This is the first edited volume to provide a comprehensive introduction and a critical exploration of the constructivist turn in political representation. Divided into three thematic parts, the 13 newly commissioned essays presented here develop constructivist turn as a central concept advancing the insight that there can be no democratic politics without representation because constituencies, or groups, exist as agents of democratic politics only insofar as they are represented. Complete with an original English translation of ‘Democracy and Representation’ by the French philosopher Claude Lefort, this volume delivers a rich critical intervention in democratic theory.
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42

Wiener, Antje, Tanja A. Börzel, and Thomas Risse. European Integration Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/hepl/9780198737315.001.0001.

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European Integration Theory provides an overview of the major approaches to European integration, from federalism and neofunctionalism to liberal intergovernmentalism, social constructivism, normative theory, and critical political economy. Each chapter represents a contribution to the ‘mosaic of integration theory’. The contributors reflect on the development, achievements, and problems of their respective approach. In the fully revised and updated third edition, the contributors examine current crises with regard to the economy, migration, and security. Two concluding chapters assess, comparatively, the strengths and weaknesses of each approach, and look at the emerging issues. The third edition includes new contributions on the topics of regional integration, discourse analysis, federalism, and critical political economy.
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43

Wiener, Antje, and Thomas Diez, eds. European Integration Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780199226092.001.0001.

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European Integration Theory provides an overview of all the major approaches to European integration, from federalism and neofunctionalism to liberal intergovernmentalism, social constructivism, normative theory, and critical political economy. The three sections of the text examine the topics of ‘Explaining European Integration’, ‘Analysing European Governance’, and ‘Constructing the European Union’. Within these sections, each chapter reflects on the development, achievements and problems of a number of approaches, and discusses historical and current issues of European integration. The concluding chapter then comparatively assesses the strengths and weaknesses of each approach and looks at the emerging issues. This edition includes two new chapters on European integration theory and critical theory.
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44

Miller, Hugh T., and Charles J. (Johnson) Fox. Postmodern Public Administration: Toward Discourse. Sage Publications, Inc, 1994.

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45

Miller, Hugh T., and Charles J. (Johnson) Fox. Postmodern Public Administration: Toward Discourse. Sage Publications, Inc, 1994.

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46

Prawitz, Dag. Logical Consequence From a Constructivist View. Edited by Stewart Shapiro. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780195325928.003.0022.

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In spite of the great advancement of logic in our time and the technical sophistication of disciplines such as model theory and proof theory, the concept of logical consequence—the most basic notion of logic—is still poorly understood. Basic intuitions are often in conflict with each other, and rather few attempts have been made to sort this out in a systematic fashion. This article critically reviews some of the attempts that have been made to articulate intuitions about logical consequence, but the review makes no claim to be comprehensive or to settle the issues. Most attention is given to how the notion of logical consequence may be developed from a constructivist point of view.
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47

Gow, James. Reflections on the Freedman School. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190851163.003.0020.

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This chapter considers Freedman’s contribution to scholarship and the nascent elements of a school of thought relevant to both academic and policy realms, as well as introducing a more skeptical and critical approach to the subject’s scholarship. It considers Freedman’s engagement with the policy world and why this has managed to be both extensive and successful, as well as its outcomes. It also introduces discussion of possible challenges to Freedman’s work, presenting a balancing perspective to positive appreciations of his oeuvre. The chapter concludes by indicating the weaknesses of such challenges and reaffirms the sense of a school of thought informed by a distinctive approach. This is the blend of scripturalism and constructivism, on one side, with realism, on the other, that is the hallmark of the nascent school, and the way in which it is germane in both academic and policy domains.
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48

Engelkamp, Stephan, Katharina Glaab, and Antonia Graf, eds. Kritische Normenforschung in den Internationalen Beziehungen. Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748923312.

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Constructivist norm research is a lively and growing research programme in the field of international relations. Unsurprisingly, its increasing differentiation over the last three decades has raised questions about the ability to communicate across different academic camps. This edited volume enables dialogue by identifying commonalities and differences among academic camps from a metatheoretical perspective. The authors theoretically and empirically highlight new paths for critical norm research, foregrounding reflexivity and contingency, and critically discussing key concepts such as contestation, intersubjectivity and normativity. In this way, they reveal new paths towards critical norm research in this field. With contributions by Stephan Engelkamp, Sassan Gholiagha, Katharina Glaab, Antonia Graf, Hannes Hansen-Magnusson, Eva Herschinger, Maren Hofius, Daniel Jacobi, Kai Koddenbrock, Friederike Kuntz, Bastian Loges, Holger Niemann, Judith Renner, Frank Sauer, Henrik Schillinger, Linda Wallbott and Lisbeth Zimmermann.
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49

Abrahams, Frank, and Paul D. Head, eds. The Oxford Handbook of Choral Pedagogy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.001.0001.

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This text explores varied perspectives on teaching, learning, and performing choral music. Authors are academic scholars and researchers as well as active choral conductors. Topics include music programming and the selection of repertoire; the exploration of singer and conductor identity; choral traditions in North America, Western Europe, South America, and Africa; and the challenges conductors meet as they work with varied populations of singers. Chapters consider children’s choirs, world music choirs, adult community choirs, gospel choirs, jazz choirs, professional choruses, collegiate glee clubs, and choirs that meet the needs of marginalized singers. Those who contributed chapters discuss a variety of theoretical frameworks including critical pedagogy, constructivism, singer and conductor agency and identity, and the influences of popular media on the choral art. The text is not a “how to” book. While it may be appropriate in various academic courses, the intention is not to explain how to conduct or to organize a choral program. While there is specific information about vocal development and vocal health, it is not a text on voice science. Instead, the editors and contributing authors intend that the collection serve as a resource to inform, provoke, and evoke discourse and dialogue concerning the complexity of pedagogy in the domain of the choral art.
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50

Devetak, Richard. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823568.003.0007.

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This chapter restates the purpose of the book and sketches a way for critical international theory to be reoriented towards a historical mode of theorizing. Accepting the humanist and civil Enlightenment view that historical modes of knowledge are just as valuable as philosophical modes, the Conclusion suggests that critical international theory could do worse than think about addressing the ‘literate statesman’ and pursuing more modest reformist agendas aimed at combating the encroachment of metaphysics on politics. After distinguishing the contextual approach to history from post-Marxist and constructivist theories, the chapter proposes thinking of contextual intellectual history as a form of critical theory that can help international relations cultivate the ethical comportments and personae required to pursue the ends of civil Enlightenment. It also enables us to historicize our conceptions of theory, the international, and the critical.
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