Name: Maurice Alford


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School/Organisation: Lytton High School, Gisborne







My work during my e-Fellowship:


My Current Educational and e-Learning Interests: Professional Learning for teachers, Social Constructionism


Skills and Knowledge I am keen to share:

Skills and Knowledge I need help with:

Books/people/websites that have influenced my thinking:

So many! ... so a shortlist:
  • Barton, D., & Tusting, K. (Eds.). (2005). Beyond communities of practice: Language, power, and social context. Cambridge, NY: Cambridge University Press.
  • Bateson, G. (1972). Steps to an ecology of mind. San Francisco, CA: Chandler Publishing.
  • Berger, P. L., & Luckman, T. (1967). The social construction of reality: A treatise in the sociology of knowledge. New York, NY: Anchor Books.
  • Burr, V. (2003). Social constructionism (2nd ed.). London, England: Routledge.
  • Christakis, N. (2009). Connected: The amazing power of social networks and how they shape our lives. London, England: Harper.
  • Codd, J. (2005). Teachers as “managed professionals” in the global education industry: The New Zealand experience. Educational Review, 57(2), 193-206. doi:10.1080/0013191042000308369
  • Davies, B. (1990). Agency as a Form of Discursive Practice. A Classroom Scene Observed. British Journal of Sociology of Education, 11(3), 341-361. doi:10.1080/0142569900110306
  • Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the theory of social behaviour, 20(1), 43-63. doi:10.1111/j.1468-5914.1990.tb00174.x
  • Demulder, E., & Rigsby, L. (2003). Teachers’ voices on reflective practice. Reflective Practice, 4(3), 267-290. doi:10.1080/1462394032000112192
  • Devine, N., & Irwin, R. (2006). Autonomy, agency and education: He tangata, he tangata, he tangata. In P. Smeyers & M. Peters (Eds.), Postfoundationalist themes in the philosophy of education: Festschrift for James D. Marshall (pp. 11-24). Malden, MA: Blackwell.
  • Drewery, W. (2005). Why we should watch what we say: Position calls, everyday speech and the production of relational subjectivity. Theory & Psychology, 15(3), 305-324. doi:10.1177/0959354305053217
  • Foucault, M. (1988). Technologies of the self. In L. H. Martin, H. Gutman, & P. H. Hutton (Eds.), Technologies of the self (pp. 16-49). Amherst, MA: University of Massachusetts Press.
  • Gallese, V., Eagle, M. N., & Migone, P. (2007). Intentional attunement: Mirror neurons and the neural underpinnings of interpersonal relationships. Journal of the American Psychoanalytic Association, 55(1), 131-176. doi:10.1177/00030651070550010601
  • Holler, J. (2010). Speakers’ use of interactive gestures as markers of common ground. In S. Kopp & I. Wachsmuth (Eds.), Gesture in embodied communication and human-computer interaction (pp. 11-22). Berlin, Germany: Springer.
  • Lamb, S. M. (1999). Pathways of the brain: The neurocognitive basis of language. Amsterdam, The Netherlands: John Benjamins.
  • Mayo, H. E. (2003). Toward collective praxis in teacher education: Complexity, pragmatism and practice (PhD). University of Canterbury, Christchurch.
  • Nightingale, D. J., & Cromby, J. (2002). Social constructionism as ontology: Exposition and example. Theory & Psychology, 12(5), 701-713. doi:10.1177/0959354302012005901
  • Parker, S. (1997). Reflective teaching in the postmodern world: A manifesto for education in postmodernity. Buckingham, England: Open University Press.
  • Scheurich, J. J. (1997). Research method in the postmodern. London, England: Falmer Press.
  • Siegel, D. (2010). Mindsight: The new science of personal transformation. New York, NY: Bantam Books.
  • Tusting, K. (2005). Language and Power in communities of practice. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power, and social context (pp. 36-54). New York, NY: Cambridge University Press.
  • Walker, R. (2004). Ka whawhai tonu matou = Struggle without end (2nd ed.). Auckland, New Zealand: Penguin Books.
  • Zlatev, J., Racine, T. P., Sinha, C., & Itkonen, E. (Eds.). (2008). The shared mind: Perspectives on intersubjectivity. Amsterdam, The Netherlands: John Benjamins.