Lynda Stone - Publications
Affiliations: | Education: Doctorate/Master's in Education | University of North Carolina, Chapel Hill, Chapel Hill, NC |
Area:
Philosophy of Education, Secondary Education, Curriculum and Instruction EducationYear | Citation | Score | |||
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2016 | Stone L. Re-thinking Dewey’s democracy: shifting from a process of participation to an institution of association Journal of Curriculum Studies. 48: 77-93. DOI: 10.1080/00220272.2015.1088068 | 0.317 | |||
2013 | Stone L. Introducing Noddings and the Symposium Educational Philosophy and Theory. 45: 482-487. DOI: 10.1111/J.1469-5812.2012.00850.X | 0.346 | |||
2011 | Stone L. Outliers, Cheese, And Rhizomes: Variations On A Theme Of Limitation Educational Theory. 61: 647-658. DOI: 10.1111/J.1741-5446.2011.00426.X | 0.349 | |||
2005 | Stone L. Break with Tradition: Marshall's contribution to a Foucauldian philosophy of education Educational Philosophy and Theory. 37: 441-447. DOI: 10.1111/J.1469-5812.2005.00132.X | 0.357 | |||
2004 | Stone L. Crisis of the Educated Subject: Insight from Kristeva for American Education. Studies in Philosophy and Education. 23: 103-116. DOI: 10.1023/B:Sped.0000024431.65970.99 | 0.336 | |||
2001 | Stone L, Gunzenhauser M. From Bourdieu and Wolin, `Inside and Outside the Box': A Frame for the Special Issue Studies in Philosophy and Education. 20: 181-190. DOI: 10.1023/A:1010373024722 | 0.335 | |||
2000 | Grumet M, Stone L. Feminism and Curriculum: Getting Our Act Together. Journal of Curriculum Studies. 32: 183-197. DOI: 10.1080/002202700182709 | 0.351 | |||
1999 | Stone L. Educational reform through an ethic of performativity: Introducing the special issue Studies in Philosophy and Education. 18: 299-307. DOI: 10.1023/A:1005268205001 | 0.331 | |||
1999 | Stone L. Experience and performance: contrasting 'identity' in feminist theorizings Studies in Philosophy and Education. 18: 327-337. DOI: 10.1023/A:1005237025474 | 0.344 | |||
1993 | Stone L. Modern to postmodern: Social construction, dissonance, and education Studies in Philosophy and Education. 13: 49-63. DOI: 10.1007/Bf01074085 | 0.333 | |||
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