Marek Tesar
Marek Tesar
Professor, Faculty of Education, University of Auckland
Verified email at - Homepage
Cited by
Cited by
Philosophy of Education
MA Peters, M Tesar, KA Locke
Oxford Bibliographies Online, 2014
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
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 54 (6), 717-760, 2022
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, 1069-1230, 2020
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
Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric
M Koro-Ljungberg, T Lӧytӧnen, M Tesar
Peter Lang, 2017
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
Troubling the intersections of urban/nature/childhood in environmental education
I Duhn, K Malone, M Tesar
Environmental Education Research 23 (10), 1357-1368, 2017
Ethics and truth in archival research
M Tesar
History of Education 44 (1), 101-114, 2015
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
Vibrancy of childhood things: Power, philosophy, and political ecology of matter
M Tesar, S Arndt
Cultural Studies? Critical Methodologies 16 (2), 193-200, 2016
Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings
SK Arndt, M Tesar
De Gruyter 6 (2), 71-86, 2015
Reconceptualising the Child: Power and Resistance within Early Childhood Settings
M Tesar
Contemporary Issues in Early Childhood 15 (4), 360-367, 2014
Teaching in the Age of Covid-19—1 Year Later
P Jandrić, D Hayes, P Levinson, LL Christensen, HO Lukoko, JE Kihwele, ...
Postdigital Science and Education 3 (3), 1073-1223, 2021
Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus
P Jandrić, J Jaldemark, Z Hurley, B Bartram, A Matthews, M Jopling, ...
Educational Philosophy and Theory 53 (14), 1421-1441, 2021
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
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
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 54 (8), 1061-1082, 2022
Theorising Posthuman Childhood Studies
K Malone, M Tesar, S Arndt
Springer, 2020
Philosophy as a method”: Tracing the histories of intersections of “philosophy,”“methodology,” and “education
M Tesar
Qualitative Inquiry 27 (5), 544-553, 2021
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