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“The Constant State of Becoming”: Power, Identity, and Discomfort on the Anti‐Oppressive Learning Journey
16 references·1 citing·35 second hop
“The Constant State of Becoming”: Power, Identity, and Discomfort on the Anti‐Oppressive Learning Journey (2015)“The Constant State of Becoming”: Power, …The Munro review of child protection: final report, a child-centred system (2011)The Munro review of child pro…Doing Narrative Research (2008)Doing Narrative ResearchChallenges of Critical Reflection: ‘Nothing Ventured, Nothing Gained’ (2007)Challenges of Critical Reflec…Use of Critical Consciousness in Anti-Oppressive Social Work Practice: Disentangling Power Dynamics at Personal and Structural Levels (2005)Use of Critical Consciousness…Challenging Oppression: A Critical Social Work Approach (2002)Challenging Oppression: A Cri…Anti-Oppressive Social Work Theory and Practice (2002)Anti-Oppressive Social Work T…Work-based learning: a new higher education? (2001)Work-based learning: a new hi…Non‐formal learning and tacit knowledge in professional work (2000)Non‐formal learning and tacit…The Singular Self: An Introduction to the Psychology of Personhood (1998)The Singular Self: An Introdu…Communities of Practice (1998)Communities of PracticeTransformative Learning: Theory to Practice (1997)Transformative Learning: Theo…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Situated Learning (1991)Situated LearningPositioning: The Discursive Production of Selves (1990)Positioning: The Discursive P…The Social Construction of the Person (1985)The Social Construction of th…Social Development: Psychological Growth and the Parent-Child Relationship (1980)Social Development: Psycholog…Evidence of Professional Learning: a Closer Look at Development in Practice (2017)Evidence of Professional Lear…Transformative Dimensions of Adult Learning (1991)Achieving transformative sustainability learning: engaging head, hands and heart (2008)Transformative learning theory (2008)Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning (2012)Telling more than we can know: Verbal reports on mental processes. (1977)The Reflective Practitioner: How Professionals Think in Action (1985)The Tacit Dimension (1997)Informal learning in the workplace (2004)Learning from other people in the workplace (2007)Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions (2009)How To Do Things With Words (1975)Forms of talk (1981)Feminist practice and poststructuralist theory (1988)Varieties of Positioning (1991)The social construction of the personal past and its implications for adult development. (2001)Who am I? Narration and its contribution to self and identity (2011)Child Protection Systems (2011)European report on preventing child maltreatment. (2013)The prevalence and impact of child maltreatment and other types of victimization in the UK: Findings from a population survey of caregivers, children and young people and young adults (2013)Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education (2008)Qualitative Interviews in Applied Linguistics: From Research Instrument to Social Practice (2010)What is Narrative Research? (2014)'Stop Stealing Our Stories': The Ethics of Research with Vulnerable Groups (2010)When 'Do No Harm' Is Not Enough: The Ethics of Research with Refugees and Other Vulnerable Groups (2011)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)The social constructionist movement in modern psychology. (1985)Romantic love conceptualized as an attachment process. (1987)Adult attachment, working models, and relationship quality in dating couples. (1990)
this work references cited by second hop

References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1998Communities of Practice23,452 cited
  • 1990Positioning: The Discursive Production of Selves5,357 cited
  • 1997Transformative Learning: Theory to Practice4,437 cited
  • 2000Non‐formal learning and tacit knowledge in professional work2,016 cited
  • 2008Doing Narrative Research968 cited
  • 2011The Munro review of child protection: final report, a child-centred system951 cited
  • 2002Anti-Oppressive Social Work Theory and Practice816 cited
  • 1985The Social Construction of the Person525 cited
  • 1980Social Development: Psychological Growth and the Parent-Child Relationship480 cited
  • 1998The Singular Self: An Introduction to the Psychology of Personhood380 cited
  • 2005Use of Critical Consciousness in Anti-Oppressive Social Work Practice: Disentangling Power Dynamics at Personal and Structural Levels370 cited
  • 2001Work-based learning: a new higher education?290 cited
  • 2007Challenges of Critical Reflection: ‘Nothing Ventured, Nothing Gained’283 cited
  • 2002

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Challenging Oppression: A Critical Social Work Approach
271 cited

Cited by

  • 2017Evidence of Professional Learning: a Closer Look at Development in Practice2 cited