Imagining the posthuman: Hybrid bodies for education

Journal article

Chapman, Amy. (2013). Imagining the posthuman: Hybrid bodies for education. The Australian Educational Researcher. 40(2), pp. 271 - 280. https://doi.org/10.1007/s13384-013-0092-1

Authors	Chapman, Amy
Year	2013
Journal	The Australian Educational Researcher
Journal citation	40 (2), pp. 271 - 280
Publisher	Springer Netherlands
ISSN	0311-6999
Digital Object Identifier (DOI)	https://doi.org/10.1007/s13384-013-0092-1
Scopus EID	2-s2.0-84925870154
Page range	271 - 280
Research Group	School of Education
Publisher's version	File Access Level Controlled
Place of publication	Netherlands

Permalink -

https://acuresearchbank.acu.edu.au/item/8637w/imagining-the-posthuman-hybrid-bodies-for-education

Restricted files

Publisher's version

(1 files)

113
total views
0
total downloads
0
views this month
0
downloads this month

These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Putting 'structure within the space' : Spatially un/responsive pedagogic practices in open-plan learning environments

Saltmarsh, Sue, Chapman, Amy, Campbell, Matthew and Drew, Christopher. (2015). Putting 'structure within the space' : Spatially un/responsive pedagogic practices in open-plan learning environments. Educational Review. 67(3), pp. 315-327. https://doi.org/10.1080/00131911.2014.924482

Preparing for parents : How Australian teacher education is addressing the question of parent-school engagement

Saltmarsh, Sue, Barr, Jenny and Chapman, Amy. (2015). Preparing for parents : How Australian teacher education is addressing the question of parent-school engagement. Asia Pacific Journal of Education. 35, pp. 69-84. https://doi.org/10.1080/02188791.2014.906385

Wellbeing in schools : Exploring normative dimensions

Chapman, Amy. (2015). Wellbeing in schools : Exploring normative dimensions. In In Katie Wright and and Julie McLeod (Ed.). pp. 143 - 159 Springer Science and Business Media.

Institutional statements of commitment and widening participation policy in Australia

Chapman, Amy, Mangion, Antoine and Buchanan, Rachel. (2015). Institutional statements of commitment and widening participation policy in Australia. Policy Futures in Education. 13(8), pp. 995 - 1009. https://doi.org/10.1177/1478210315581462

Students in space : Student practices in non-traditional learning environments

Chapman, Amy, Randell-Moon, Holly, Campbell, Matthew Paul and Drew, Christopher. (2014). Students in space : Student practices in non-traditional learning environments. Global Studies of Childhood. 4(1), pp. 39 - 48. https://doi.org/10.2304/gsch.2014.4.1.39

Issues of teacher professional learning within 'non-traditional' classroom environments

Campbell, Matthew, Saltmarsh, Sue, Chapman, Amy and Drew, Christopher. (2013). Issues of teacher professional learning within 'non-traditional' classroom environments. Improving Schools. 16(3), pp. 209-222. https://doi.org/10.1177/1365480213501057

The politics of normative childhoods and non-normative parenting : A response to Cristyn Davies and Kerry Robinson

Chapman, Amy and Saltmarsh, Sue. (2013). The politics of normative childhoods and non-normative parenting : A response to Cristyn Davies and Kerry Robinson. Contemporary Issues in Early Childhood. 14(1), pp. 60-65. https://doi.org/10.2304/ciec.2014.14.1.60

The moral imagination in pre-service teachers' ethical reasoning

Chapman, Amy, Forster, Daniella and Buchanan, Rachel. (2013). The moral imagination in pre-service teachers' ethical reasoning. Australian Journal of Teacher Education. 38(5), pp. 131 - 143. https://doi.org/10.14221/ajte.2013v38n5.8

Exploring the moral imagination through relational pedagogies in pre-service teacher ethics

Chapman, Amy, Forster, Daniella and Buchanan, Rachel. (2012). Exploring the moral imagination through relational pedagogies in pre-service teacher ethics. In J Wright (Ed.). Proceedings of the Joint AARE-APERA International Conference. Australia: Australian Association for Research in Education. pp. 1 - 9

FYI... Virtual space has a context: Towards an alternative frame for understanding cyberbullying

Chapman, Amy K. and Buchanan, Rachel. (2012). FYI... Virtual space has a context: Towards an alternative frame for understanding cyberbullying. In In S. Saltmarsh, K. H. Robinson and C. Davies (Ed.). pp. 56 - 68 Palgrave Macmillan. https://doi.org/10.1057/9781137015211_4

Utopia or dystopia? - A critical examination of the Melbourne Declaration

Buchanan, Rachel and Chapman, Amy. (2011). Utopia or dystopia? - A critical examination of the Melbourne Declaration. Annual conference of the Philosophy of Education Society of Australasia (PESA): Educational Futures. New Zealand: Philosophy of Education Society of Australasia. pp. 1 - 13

Can how we come to know the world disconnect us from the world we come to know?

Laura, Ronald and Chapman, Amy K.. (2011). Can how we come to know the world disconnect us from the world we come to know? In In E. Burns Coleman and K. White (Ed.). Religious Tolerance, Education and the Curriculum pp. 111 - 120 Sense Publishers. https://doi.org/10.1007/978-94-6091-412-6_9

Dialogue and Difference: The Sorry Story of the Digital native

Buchanan, Rachel and Chapman, Amy Kathleen. (2009). Dialogue and Difference: The Sorry Story of the Digital native. In Hunter McEwan (Ed.). Annual Conference Philosophy of Education Society of Australasia. United States of America: Philosophy of Education Society of Australasia. pp. 1 - 21

The paradigm shift in health: towards a quantum understanding of the role of consciousness in health promotion and education

Laura, Ronald, Chapman, Amy Kathleen and Hinchley, Mark. (2009). The paradigm shift in health: towards a quantum understanding of the role of consciousness in health promotion and education University Press of America.

Well-being in education and why context counts

Laura, Ronald and Chapman, Amy Kathleen. (2009). Well-being in education and why context counts. In P. H. Wong (Ed.). Asia Pacific Conference on Children's Spirituality. Kong Kong: Hong Kong Institute of Education. pp. 1 - 8