Marek Tesar
Marek Tesar
Associate Professor, Faculty of Education, University of Auckland
Verified email at auckland.ac.nz
Title
Cited by
Cited by
Year
Towards a philosophy of academic publishing
MA Peters, P Jandrić, R Irwin, K Locke, N Devine, R Heraud, A Gibbons, ...
Educational Philosophy and Theory 48 (14), 1401-1425, 2016
592016
Methodology brut Philosophy, Ecstatic Thinking, and Some Other (Unfinished) Things
M Koro-Ljungberg, D Carlson, M Tesar, K Anderson
Qualitative Inquiry 21 (7), 612-619, 2015
512015
Edu-capitalism and the governing of early childhood education and care in Australia, New Zealand and the United States
K Smith, M Tesar, CY Myers
Global Studies of Childhood 6 (1), 123-135, 2016
442016
Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric
M Koro-Ljungberg, T Lӧytӧnen, M Tesar
Peter Lang, 2017
422017
Vibrancy of childhood things: Power, philosophy, and political ecology of matter
M Tesar, S Arndt
Cultural Studies? Critical Methodologies 16 (2), 193-200, 2016
412016
Reconceptualising the Child: Power and Resistance within Early Childhood Settings
M Tesar
Contemporary Issues in Early Childhood 15 (4), 360-367, 2014
412014
Ethics and truth in archival research
M Tesar
History of Education 44 (1), 101-114, 2015
392015
Troubling the intersections of urban/nature/childhood in environmental education
I Duhn, K Malone, M Tesar
Environmental Education Research 23 (10), 1357-1368, 2017
342017
Towards a Post-Covid-19 ‘New Normality?’: Physical and Social Distancing, the Move to Online and Higher Education
M Tesar
Policy Futures in Education 18 (5), 556-559, 2020
312020
Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings
S Arndt, M Tesar
Journal of Pedagogy 6 (2), 71-86, 2015
302015
Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project
MA Peters, F Rizvi, G McCulloch, P Gibbs, R Gorur, M Hong, Y Hwang, ...
Educational Philosophy and Theory, 1-44, 2020
292020
Te Whāriki in Aotearoa New Zealand: Witnessing and resisting neo-liberal and neo-colonial discourses in early childhood education
M Tesar
Unsettling the colonial places and spaces of early childhood education, 108-123, 2015
282015
My Feelings: Power, politics and childhood subjectivities
M Tesar
Educational Philosophy and Theory 46 (8), 860-872, 2014
252014
Cute, creepy and sublime unnamed childhood monstrosities
M Tesar, M Koro-Ljungberg
Discourse: Studies in the Cultural Politics of Education 37 (5), 694-704, 2016
242016
Timing childhoods: An alternative reading of children’s development through philosophy of time, temporality, place and space
M Tesar
Contemporary Issues in Early Childhood 17 (4), 399-408, 2016
222016
A more-than-social movement: The post-human condition of quality in the early years
S Arndt, M Tesar
Contemporary Issues in Early Childhood 17 (1), 16-25, 2016
212016
Philosophy of education in a new key: A collective project of the PESA executive
MA Peters, S Arndt, M Tesar, L Jackson, R Hung, C Mika, JT Ozolins, ...
Educational Philosophy and Theory, 1-22, 2020
182020
Cross-cultural complexities of educational policies
M Tesar, S Arndt
Policy Futures in Education 15 (6), 665-669, 2017
182017
Policy and philosophy in the contemporary educational landscape
M Tesar
Policy Futures in Education 14 (3), 311-313, 2016
182016
Teaching in the age of Covid-19
P Jandrić, D Hayes, I Truelove, P Levinson, P Mayo, T Ryberg, LD Monzó, ...
Postdigital Science and Education 2 (3), 1069-1230, 2020
172020
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