Bridging gaps

Book chapter

West, L. and Bainbridge, A. 2012. Bridging gaps. in: Bainbridge, A. and West, L. (ed.) Psychoanalysis and Education: Minding a Gap London Karnac.
AuthorsWest, L. and Bainbridge, A.
EditorsBainbridge, A. and West, L.
Year2012
Book titlePsychoanalysis and Education: Minding a Gap
PublisherKarnac
Output statusPublished
Place of publicationLondon
ISBN9781780490458
Publication dates
Print30 Jul 2012
Publication process dates
Deposited06 Jun 2012
Permalink -

https://repository.canterbury.ac.uk/item/868yw/bridging-gaps

  • 116
    total views
  • 0
    total downloads
  • 4
    views this month
  • 0
    downloads this month

Export as

Related outputs

Home from home: An auto/biographical narrative research pilgrimage
West, L. 2024. Home from home: An auto/biographical narrative research pilgrimage. Dyskursy Młodych Andragogów / Adult Education Discourses. 25, pp. 133-152.
Engaging citizens: the Kent miners and workers' education
West, L. 2024. Engaging citizens: the Kent miners and workers' education. Forum. 66 (3), pp. 41-55. https://doi.org/10.3898/forum.2024.66.3.04
Professionalism and the auto/biographical imagination
West, L. 2024. Professionalism and the auto/biographical imagination. in: Demaziere, D. and Wittorski, R. (ed.) Encyclopedia of Professionalization: Organization of Professions, Production of Professionalities and Growth of Professionalism New York and Oxford John Wiley & Sons. pp. 265-284
Class then and now: adult education, class and the psychosocial; auto/biographical perspectives
West, L. 2024. Class then and now: adult education, class and the psychosocial; auto/biographical perspectives. Sisyphus. 12 (1), pp. 59-82. https://doi.org/10.25749/sis.31183
The return of a cultural icon to Kent: attitudes towards the red-billed chough​
Consorte-McCrea, A., Franz, A. and Bainbridge, A. 2023. The return of a cultural icon to Kent: attitudes towards the red-billed chough​.
Attitudes towards the reintroduction of the chough to Kent
Consorte-McCrea, A., Franz, A. and Bainbridge, A. 2022. Attitudes towards the reintroduction of the chough to Kent.
Responding to research evidence in Parliament: a case study on selective education policy
Bainbridge, A., Troppe, T. and Bartley, J. 2022. Responding to research evidence in Parliament: a case study on selective education policy. Review of Education. 10 (1), p. e3335. https://doi.org/10.1002/rev3.3335
Annunciation and denunciation in Paulo Freire's dialogical popular education
West, L. 2021. Annunciation and denunciation in Paulo Freire's dialogical popular education. Australian Journal of Adult Learning. 61 (3), pp. 421-441.
The impact of research evidence on education policy: how MPs respond to evidence in relation to secondary selective education.
Bainbridge, Alan, Bartley, Joanne and Troppe, Tom 2021. The impact of research evidence on education policy: how MPs respond to evidence in relation to secondary selective education. Forum. 63 (2), pp. 161-168. https://doi.org/10.3898/forum.2021.63.2.14
Deceptively difficult education: a case for a lifetime of impact
Bainbridge, A. 2021. Deceptively difficult education: a case for a lifetime of impact. in: Phenomenology and Educational Theory in Conversation: Back to Education Itself Abingdon Routledge. pp. 215-226
Health and well-being
Bainbridge, A. and Ekins, A. 2021. Health and well-being. in: Soan, S. (ed.) HWhy Do Teachers Need to Know About Diverse Learning Needs? Strengthening Professional Identity and Well-Being. Bloomsbury: London. pp. 33-48
A key? Conflict, and the struggle for an ecology of dialogue, learning and peace among Israeli Jewish and Palestinian educators
Bainbridge, A. and West, L. 2021. A key? Conflict, and the struggle for an ecology of dialogue, learning and peace among Israeli Jewish and Palestinian educators. in: Bainbridge, A., Formenti, L. and West, L. (ed.) Discourses, Dialogue and Diversity in Biographical Research: An Ecology of Life and Learning Leiden Brill Academic Publishers. pp. 121-139
3. Narratives of Fundamentalism, Negative Capability and the Democratic Imperative
Bainbridge, A. and West, L. 2020. 3. Narratives of Fundamentalism, Negative Capability and the Democratic Imperative. in: Wright, Hazel R. and Høyen, Marianne (ed.) Discourses we live by: Personal and professional narratives of educational and social practices Open Book Publishers. pp. 73-90
Digging our own grave: A Marxian consideration of formal education as a destructive enterprise
Bainbridge, A. 2020. Digging our own grave: A Marxian consideration of formal education as a destructive enterprise. International Review of Education – Journal of Lifelong Learning . https://doi.org/10.1007/s11159-020-09866-7
Psychoanalysis, fundamentalism, critical theory and the unconscious: adult education Islamic fundamentalism and the subjectivity of omnipotence
West, L. 2020. Psychoanalysis, fundamentalism, critical theory and the unconscious: adult education Islamic fundamentalism and the subjectivity of omnipotence. in: The Societal Unconscious: Psychosocial Perspectives on Adult Learning Leiden Brill Academic Publishers. pp. 185-201
Democratic and intercultural dialogue across universities, communities and movements
West, L. 2020. Democratic and intercultural dialogue across universities, communities and movements. in: Power and Possibility: Adult Education in a Diverse and Complex World Leiden Brill Academic Publishers. pp. 167-177
Transitional, transformative and transgressive spaces in university education
West, L. 2018. Transitional, transformative and transgressive spaces in university education. in: Jackson, S. (ed.) Developing transformative spaces in higher education: learning to transgress London Routledge. pp. 34-49
A history of biographical research in the United Kingdom
West, L. and Merrill, B. 2018. A history of biographical research in the United Kingdom. Revista Brasileira de Pesquisa (Auto)Biográfica. 3 (9), pp. 765-780.
Re-enchanting the academy: popular education and the search for soul in the modern academy
West, L. 2017. Re-enchanting the academy: popular education and the search for soul in the modern academy. in: Voss, A. and Wilson, S. (ed.) Re-enchanting the Academy Seattle Rubedo Press. pp. 67-92
Transforming perspectives in lifelong learning and adult education: a dialogue
West, L. and Formenti, L. 2018. Transforming perspectives in lifelong learning and adult education: a dialogue. London Palgrave Macmillan.
Democratic and intercultural dialogue across universities, movements and communities
West, L. 2019. Democratic and intercultural dialogue across universities, movements and communities. in: West, L (ed.) Power and Possibility : Adult Education in a Diverse and Complex World Leiden Brill Academic Publishers. pp. 167-177
Large carnivores and zoos as catalysts for engaging the public in the protection of biodiversity
Consorte-McCrea, A., Fernandez, A., Bainbridge, A., Moss, A., Prévot, A-C., Clayton, S., Glikman, J.A., Johansson, M., López-Bao, J.V., Bath, A., Frank, B. and Marchini, S. 2019. Large carnivores and zoos as catalysts for engaging the public in the protection of biodiversity. Nature Conservation. 37, pp. 133-150. https://doi.org/10.3897/natureconservation.37.39501
Towards a Virtuosity of School Leadership: clinical support and supervision as professional learning
Bainbridge, A., Reid, H. and Del Negro, G. 2019. Towards a Virtuosity of School Leadership: clinical support and supervision as professional learning. Professional Development in Education. https://doi.org/10.1080/19415257.2019.1700152
An ecology of transformative learning: a shift from the ego to the eco
Bainbridge, A. and Del Negro, G. 2019. An ecology of transformative learning: a shift from the ego to the eco. Journal of Transformative Education. https://doi.org/10.1177/1541344619864670
Connecting big and intimate worlds: using an auto/biographical imagination in career guidance
Reid, H. and West, L. 2017. Connecting big and intimate worlds: using an auto/biographical imagination in career guidance. in: Hooley, T., Sultana, R. and Thomsen, R. (ed.) Career Guidance for Social Justice: Contesting Neoliberalism: Volume 1 Routledge.
Education then and now: making the case for ecol-agogy
Bainbridge, A. 2018. Education then and now: making the case for ecol-agogy. Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2018.1517130
When learning becomes a fetish: the pledge, turn and prestige of magic tricks
Bainbridge, A., Gaitanidid, A. and Hoult, E. 2017. When learning becomes a fetish: the pledge, turn and prestige of magic tricks. Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2017.1403950
Love actually: transformative learning meets Bildung, and the psychosocial concept of recognition
West, L. 2016. Love actually: transformative learning meets Bildung, and the psychosocial concept of recognition. in: Laros, A., Fuhr, T. and Taylor, E. (ed.) Transformative Learning Meets Bildung: An International Exchange Rotterdam Sense. pp. 217-232
Digital technology, human world making and the avoidance of learning
Bainbridge, A. 2014. Digital technology, human world making and the avoidance of learning. Journal of Learning Development in Higher Education.
Critical thinking as an act of argumentation in academic writing
Ma, J., Bainbridge, A. and Dessberg, L. 2013. Critical thinking as an act of argumentation in academic writing.
Resisting the enormous condescension of posterity: Richard Henry Tawney, Raymond Williams and the long struggle for a democratic education
West, L. 2016. Resisting the enormous condescension of posterity: Richard Henry Tawney, Raymond Williams and the long struggle for a democratic education. International Journal of Lifelong Education. https://doi.org/10.1080/02601370.2016.1249665
Critical reflection? Auto/biographical narrative enquiry and illuminating professional struggles
West, L. 2016. Critical reflection? Auto/biographical narrative enquiry and illuminating professional struggles. in: Fook, J., Colliington, V., Ross, F., Ruch, G. and West, L. (ed.) Researching critical reflection: multidisciplinary perspectives London Routledge. pp. 119-132
The power to illuminate; auto/biographical narrative research into the good democratic educational group and its enemies
West, L. 2016. The power to illuminate; auto/biographical narrative research into the good democratic educational group and its enemies. Culture, Biography and Lifelong Learning. 2 (1), pp. 39-59.
Narratives beyond the backyard: a case study on support for a community sustainability project.
Bainbridge, A. and Stirrup, V. 2016. Narratives beyond the backyard: a case study on support for a community sustainability project. in: Stories that make a difference. Exploring the collective, social and political potential of narratives in adult education research Italy Pensa. pp. 183-189
Pedagogie di amore e odio: auto-identificazione nei processi educativi di gruppi islamici e di lavoratori nel Regno Unito = Pedagogies of love and hate: self-recognition in Islamist groups and workers' education in the United Kingdom
West, L. 2016. Pedagogie di amore e odio: auto-identificazione nei processi educativi di gruppi islamici e di lavoratori nel Regno Unito = Pedagogies of love and hate: self-recognition in Islamist groups and workers' education in the United Kingdom. Pedagogia Oggi. 1, pp. 49-61.
Understanding attitudes towards native wildlife and biodiversity in the UK: the role of zoos
Consorte-McCrea, A., Bainbridge, A., Fernandez, A., Nigbur, D., McDonnell, S., Morin, A. and Grente, O. 2016. Understanding attitudes towards native wildlife and biodiversity in the UK: the role of zoos. World Sustainability Series. https://doi.org/10.1007/978-3-319-47883-8_17
Distress in the city: racism, fundamentalism and a democratic education
West, L. 2016. Distress in the city: racism, fundamentalism and a democratic education. London UCL Institute of Education Press.
Building a world unfit to live in: the deception, distraction and disavowal of the fetish
Bainbridge, A. 2016. Building a world unfit to live in: the deception, distraction and disavowal of the fetish. Pedagogia Oggi. 2016 (1), pp. 62-72.
Negotiating professional and personal biographies in a liquid world: creating space for reflexive innovation in career counselling
Reid, H. and West, L. 2016. Negotiating professional and personal biographies in a liquid world: creating space for reflexive innovation in career counselling. British Journal of Guidance and Counselling. https://doi.org/10.1080/03069885.2016.1145014
Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces
Bainbridge, A. 2015. Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces. Journal of Pedagogic Development. 5 (3).
On becoming an education professional: a psychosocial exploration of developing an educational professional practice
Bainbridge, A. 2015. On becoming an education professional: a psychosocial exploration of developing an educational professional practice. Palgrave Pivot.
The role of zoos in attitudes towards biodiversity and the reintroduction of native wild carnivores to the UK: results from a pilot study
Consorte-McCrea, A., Bainbridge, A., Fernandez, A., Nigbur, D. and McDonnell, S. 2015. The role of zoos in attitudes towards biodiversity and the reintroduction of native wild carnivores to the UK: results from a pilot study. ICCB: 27th International Congress for Conservation Biology 4th European Congress for Conservation Biology. Montpellier, France
Negotiating professional biographies in uncertain times: a crisis of innovation in career guidance?
Reid, H. and West, L. 2013. Negotiating professional biographies in uncertain times: a crisis of innovation in career guidance?
Runaway, frightening worlds. Careers counselling, its values and epistemology among marginalised peoples: a psychosocial, auto/biographical narrative exploration.
Reid, H. and West, L. 2013. Runaway, frightening worlds. Careers counselling, its values and epistemology among marginalised peoples: a psychosocial, auto/biographical narrative exploration.
Transformative learning and the form that transforms: towards a psychosocial theory of recognition using auto/biographical narrative research
West, L. 2014. Transformative learning and the form that transforms: towards a psychosocial theory of recognition using auto/biographical narrative research. Journal of Transformative Education. 12 (2), pp. 164-179. https://doi.org/10.1177/1541344614536054
Family disputes: science, poetry and subjectivity in biographical narrative research
West, L. 2011. Family disputes: science, poetry and subjectivity in biographical narrative research. in: Herzberg, H. and Kammler, E. (ed.) Biographie und Gesellschaft: Uberlegungen zu einer Theorie des modernen Selbst Frankfurt am Main Campus. pp. 415-431
Psychoanalytic perspectives on learning and the subject called the learner
West, L. 2012. Psychoanalytic perspectives on learning and the subject called the learner. in: Jarvis, P. and Watts, M. (ed.) The Routledge International Handbook of Learning Abingdon Routledge. pp. 348-356
Families and their learning: an auto/biographical imagination
West, L. 2010. Families and their learning: an auto/biographical imagination. in: Jarvis, P. (ed.) The Routledge International Handbook of Lifelong Learning London and New York Routledge. pp. 67-79
Connecting Bourdieu, Winnicott, and Honneth: understanding the experiences of non-traditional learners through an interdisciplinary lens
West, L., Fleming, T. and Finnegan, F. 2013. Connecting Bourdieu, Winnicott, and Honneth: understanding the experiences of non-traditional learners through an interdisciplinary lens. Studies in the Education of Adults. 45 (2), pp. 119-134.
Telling tales: do narrative approaches for career counselling count?
Reid, H. and West, L. 2014. Telling tales: do narrative approaches for career counselling count? in: Arulmani, G., Bakshi, A., Leong, F. and Watts, A. (ed.) Handbook of career development: International perspectives Dordrecht Springer. pp. 413-430
Struggling for space: narrative methods and the crisis of professionalism in career guidance in England
Reid, H. and West, L. 2011. Struggling for space: narrative methods and the crisis of professionalism in career guidance in England. British Journal of Guidance and Counselling. 39 (5), pp. 397-410. https://doi.org/10.1080/03069885.2011.566321
Cross faculty and interagency programme development: case study: Foundation Degree in Working with Young People and Young People's Services
Bainbridge, A., Bassot, B. and Ashford, E. 2006. Cross faculty and interagency programme development: case study: Foundation Degree in Working with Young People and Young People's Services. Every Child Matters Conference. Salomons Campus, Canterbury Christ Church University, Tonbridge, UK 13 Feb 2006
The nature and experience of academic understanding: a response
Bainbridge, A. 2013. The nature and experience of academic understanding: a response. The Psychology of Education Review. 37 (1).
A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum
Maynard, T., Moss, J., Bowie, R. A., Christie, S., Bainbridge, A., Barnes, J., Blamires, M., Hassett, A., Powell, S., Robinson, S. and Canterbury Christ Church University 2013. A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum.
Doctors on the edge
West, L. 2002. Doctors on the edge. Journal of the Balint Society. 30, pp. 25-30.
Imagining the urban moorland? Lifelong learning and the communities of East London
West, L. 2001. Imagining the urban moorland? Lifelong learning and the communities of East London. Rising East: The Journal of East London Studies. 4 (2).
Supervision for education professionals: personal encounters with practice
Bainbridge, A. 2012. Supervision for education professionals: personal encounters with practice.
How graduate teachers experience professional identity
Bainbridge, A. 2006. How graduate teachers experience professional identity.
Prequels and sequels: the life story and professional narratives of new educational professionals
Bainbridge, A. 2010. Prequels and sequels: the life story and professional narratives of new educational professionals.
Introduction: minding a gap
Bainbridge, A. and West, L. 2012. Introduction: minding a gap. in: Bainbridge, A. and West, L. (ed.) Psychoanalysis and Education: Minding a Gap London Karnac.
Prequels and sequels: a psychoanalytic understanding of developing a professional practice in an education setting
Bainbridge, A. 2012. Prequels and sequels: a psychoanalytic understanding of developing a professional practice in an education setting. in: Bainbridge, A. and West, L. (ed.) Psychoanalysis and Education: Minding a Gap London Karnac.
Introduction: making a case for the psychoanalytic study of education
Bainbridge, A. and West, L. 2011. Introduction: making a case for the psychoanalytic study of education. Cliopsy. 6 (11), pp. 7-15.
Beginning teaching: the theory/practice divide
Bainbridge, A. 2011. Beginning teaching: the theory/practice divide. Cliopsy. 6, pp. 25-32.
Biographical perspectives on adult learning
West, L. and Merrill, B. 2008. Biographical perspectives on adult learning.
Auto/biography, learning and education: the critical and reflexive imperative
Fraser, W. and West, L. 2008. Auto/biography, learning and education: the critical and reflexive imperative. in: Crowther, J., Edwards, V., Galloway, V., Shaw, M. and Tett, L. (ed.) SCUTREA 2008 38th Annual Conference: Whither Adult Education in the Learning Paradigm? Conference Proceedings Edinburgh University of Edinburgh. pp. 216-223
Auto/biography, learning and education: the critical and reflexive imperative
Fraser, W. and West, L. 2008. Auto/biography, learning and education: the critical and reflexive imperative.
Using biographical methods in social research
Merrill, B. and West, L. 2009. Using biographical methods in social research. London SAGE.
Challenging margins and centres: auto/biography and struggles for critical reflexivity in working and learning lives
West, L. 2007. Challenging margins and centres: auto/biography and struggles for critical reflexivity in working and learning lives.
Only connect: families, communities, learning and sustainability perspectives from auto/biographical research
West, L. 2007. Only connect: families, communities, learning and sustainability perspectives from auto/biographical research.
All of a piece? Connecting lifelong learning, therapy/counselling and spirituality
West, L. 2007. All of a piece? Connecting lifelong learning, therapy/counselling and spirituality.
Histoires de vie et biographies comme methodologie de recherche sur les adultes et vies en formation: conversations Europeennes, apports et enjoux
West, L. and Merrill, B. 2007. Histoires de vie et biographies comme methodologie de recherche sur les adultes et vies en formation: conversations Europeennes, apports et enjoux.
Salvaging the self in adult learning
West, L. and Hunt, C. 2007. Salvaging the self in adult learning.
"...it really feels like I have finished my studies now": an online exploration of learning biographies
Bainbridge, A. 2007. "...it really feels like I have finished my studies now": an online exploration of learning biographies.
"...it really feels like I have finished my studies now": an online exploration of learning biographies
Bainbridge, A. 2007. "...it really feels like I have finished my studies now": an online exploration of learning biographies.
Apprendre et le sujet apprenant: point de vue psychanalytique dans la recherche auto/biographique
West, L. 2010. Apprendre et le sujet apprenant: point de vue psychanalytique dans la recherche auto/biographique. Cliopsy. 4, pp. 21-35.
'Telling tales': do narrative approaches for career counselling count?
Reid, H. and West, L. 2010. 'Telling tales': do narrative approaches for career counselling count?
“Telling tales”: using narrative in career guidance
Reid, H. and West, L. 2011. “Telling tales”: using narrative in career guidance. Journal of Vocational Behavior. 78 (2), pp. 174-183. https://doi.org/10.1016/j.jvb.2010.10.001
Telling tales, the development of narrative approaches for career guidance in England: findings from a collaborative project
Reid, H. and West, L. 2009. Telling tales, the development of narrative approaches for career guidance in England: findings from a collaborative project.
Talking with a shared purpose: applying constructivist and auto/biographical approaches to practice
Reid, H. and West, L. 2008. Talking with a shared purpose: applying constructivist and auto/biographical approaches to practice. in: Reid, H. (ed.) Constructing a Way Forward: Innovation in Theory and Practice in Career Guidance Canterbury, UK Canterbury Christ Church University.
Postmodernism and the changing 'subject' of adult learning
West, L. 2002. Postmodernism and the changing 'subject' of adult learning. in: Bron, A. and Schemmann, M. (ed.) Social Science Theories in Adult Education Research London LIT Verlag.
The subject of adult learning
West, L. 2001. The subject of adult learning. in: West, L. (ed.) Traveller's Tales: From Adult Education to Lifelong Learning... and Beyond Pilgrim College. pp. 456-457
Spirituality in the personal and professional development of a group of doctors
West, L. 2001. Spirituality in the personal and professional development of a group of doctors. in: West, L. (ed.) Traveller's Tales: From Adult Education to Lifelong Learning... and Beyond Pilgrim College. pp. 447-448
Journeying into 'auto/biography': the changing subject of lifelong learning
West, L. 2001. Journeying into 'auto/biography': the changing subject of lifelong learning. in: West, L. (ed.) Traveller's Tales: From Adult Education to Lifelong Learning... and Beyond Pilgrim College. pp. 427-430
The 'subject' of adult learning
West, L. 2001. The 'subject' of adult learning. Studies in the Education of Adults. 33 (2), pp. 157-159.
OCR A2 psychology student book
Bainbridge, A., Collier, W., Latham, S., Middleton, S. and Saunders, B. 2008. OCR A2 psychology student book. Harlow Heinemann.
OCR AS psychology student book
Bainbridge, A., Bradshaw, P., Latham, S. and Lintern, F. 2008. OCR AS psychology student book. Harlow Heinemann.
Investigating the gender discourse for mature women on a foundation degree
Bainbridge, A. 2005. Investigating the gender discourse for mature women on a foundation degree. in: Coare, P. (ed.) Diversity and Difference in Lifelong Learning: Proceedings 35th Annual Standing Conference on University Teaching and Research in the Education of Adults University of Sussex.
Why people learn: adult learning in a changing world
West, L. 2004. Why people learn: adult learning in a changing world. in: Radovan, M. and Dordevic, N. (ed.) Current Issues in Adult Learning and Motivation Llubljana Slovenian Institute for Adult Education. pp. 3-22
Challenging auto/biographies: careers and guidance in a 5 to 9 world
West, L. 2003. Challenging auto/biographies: careers and guidance in a 5 to 9 world. in: Edwards, A. (ed.) Challenging Biographies: Re-Locating the Theory and Practice of Careers Work Canterbury Canterbury Christ Church University College. pp. 8-24
Kształcenie lekarzy: studium auto/biograficzne
West, L. 2003. Kształcenie lekarzy: studium auto/biograficzne. Teraźniejszość - Człowiek - Edukacja. 21, pp. 141-156.
Challenging careers, perspectives from auto/biographical research
West, L. 2004. Challenging careers, perspectives from auto/biographical research. in: Malik, B. and Irving, B. (ed.) Critical Reflections on Career Education and Guidance: Promoting Social Justice within a Global Economy Abingdon, UK Routledge Falmer. pp. 186-199
Old Issues, New Thoughts: Family Learning, Relationship and Community Activism
West, L. 2005. Old Issues, New Thoughts: Family Learning, Relationship and Community Activism. in: Kurantowicz, E., Bron, A. and Salling Olesen, H. (ed.) Between Old and New Worlds of Adult Learning Wroclaw, Poland University of Silesia Press. pp. 408-424
Claiming sustainable space: families, communities and learning
West, L. 2006. Claiming sustainable space: families, communities and learning. in: Wingard, B. (ed.) Livslang Nyfikenhet Stockholm HLS Forlag. pp. 275-287
Viejos temas, neuvos enfoques: Aprendizaje familiar, relacion y avtivismo comunitario. Un enfoque auto/biographrafico
West, L. 2005. Viejos temas, neuvos enfoques: Aprendizaje familiar, relacion y avtivismo comunitario. Un enfoque auto/biographrafico. Dialogos, Educacion y formacion de pesonas. 2, pp. 75-85.
Children's learning
Bainbridge, A. 2007. Children's learning. in: Nurse, A. (ed.) The New Early Years Professional: Dilemmas and Debates London Routledge. pp. 55-67
Child development and psychology
Bainbridge, A. 2007. Child development and psychology. in: Nurse, A. (ed.) The New Early Years Professional: Dilemmas and Debates London Routledge. pp. 44-54
In border country: connecting self, the other and spirit in transformative learning
West, L. 2010. In border country: connecting self, the other and spirit in transformative learning. in: Willis, P., Leonard, T., Morrison, A. and Hodge, S. (ed.) Spirituality, Mythopoesis and Learning Brisbane, Australia Post Pressed. pp. 206-217
Lifelong learning and the family: an auto/biographical imagination
West, L. 2010. Lifelong learning and the family: an auto/biographical imagination. in: Jarvis, P. (ed.) The Routledge International Handbook of Lifelong Learning London, UK Routledge. pp. 67-79
Biographical and life history approaches: commonalities and differences in the study of adult and lifelong learning
West, L., Merrill, B., Andersen, A., Weber, K. and Olesen, H. 2007. Biographical and life history approaches: commonalities and differences in the study of adult and lifelong learning. in: West, L., Alheit, P., Andersen, A. and Merrill, B. (ed.) Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives Frankfurt am Main Peter Lang. pp. 279-294
Why this book and why now?
West, L., Alheit, P., Andersen, A. and Merrill, B. 2007. Why this book and why now? in: West, L., Alheit, P., Andersen, A. and Merrill, B. (ed.) Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives Frankfurt am Main Peter Lang. pp. 11-27
Gendered space: men, families and learning
West, L. 2008. Gendered space: men, families and learning. in: Ostrouch, J. and Ollagnier, E. (ed.) Researching Gender in Adult Learning Oxford Peter Lang.
Only connect: the auto/biographical, psychosocial imagination in researching lives
West, L. 2009. Only connect: the auto/biographical, psychosocial imagination in researching lives. in: Alheit, P. and Felden, H. (ed.) Lebenslanges Lernen und erziehungswissenschaftliche Biographieforschung Germany VS Verlag. pp. 45-59
Claiming sustainable space: families, communities and learning, an auto/biographical perspective
West, L. 2009. Claiming sustainable space: families, communities and learning, an auto/biographical perspective. in: Willis, P., McKenzie, S. and Harris, R. (ed.) Rethinking Work and Learning Springer.
Really reflexive practice: auto/biographical research and struggles for a critical reflexivity
West, L. 2009. Really reflexive practice: auto/biographical research and struggles for a critical reflexivity. in: Bradbury, H., Frost, N., Kilminster, S. and Zukas, M. (ed.) Beyond Reflexive Practice London, UK Routledge. pp. 66-80
Salvaging the self in adult learning
Hunt, C. and West, L. 2009. Salvaging the self in adult learning. Studies in the Education of Adults. 41 (1), pp. 68-82.
Learning in a border country: using psychodynamic ideas in teaching and research
Hunt, C. and West, L. 2006. Learning in a border country: using psychodynamic ideas in teaching and research. Studies in the Education of Adults. 38 (2), pp. 160-177.
Claiming and sustaining space? Sure Start and the auto/biographical imagination
West, L. and Carlson, A. 2006. Claiming and sustaining space? Sure Start and the auto/biographical imagination. Auto/Biography. 14 (2), pp. 359-380. https://doi.org/10.1177/0967550706073343
An auto/biographical imagination: the radical challenge of families and their learning
West, L. 2007. An auto/biographical imagination: the radical challenge of families and their learning. in: West, L., Alheit, P., Andersen, A. and Merrill, B. (ed.) Using Biographical Approaches in the Study of Adult and Lifelong Learning: European Perspectives Frankfurt am Main Peter Lang. pp. 221-240
Doctors on an edge: a cultural psychology of learning and health
West, L. 2004. Doctors on an edge: a cultural psychology of learning and health. in: Chamberlayne, P., Bornat, J. and Apitzsch, U. (ed.) Biographical Methods and Professional Practice: An International Perspective Bristol Policy Press. pp. 299-311
Supervision in psychotherapy and counselling: a critical space for learning
West, H. and West, L. 2003. Supervision in psychotherapy and counselling: a critical space for learning. in: Burton, J. and Launer, J. (ed.) Supervision and Support in Primary Care Abingdon Radcliffe Publishing. pp. 41-54