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1.
When a cultural disconnect became antagonistic between me and my students of color, I found myself at a crossroads as a White teacher educator: use coercion and force students to follow my directions, or care and base my responses on students’ needs. I chose the latter. Findings suggest that this choice benefitted the class and changed how I see myself as a teacher educator. The construct of embodied care helps describe the turn in my relational teacher educator practice from caring intentions that were dyadic in nature to caring that uses relational means for social justice ends. Data points include field notes, analytic journal entries, email communication, course materials, student interviews, and course evaluations. This self-study research contributes to the literature on caring teaching by suggesting that, in racially and culturally diverse classrooms, caring habits can help teacher educators from dominant groups gain critical self-awareness.  相似文献   

2.
This article is a meditation on a professor's effort to fuse the personal and political in his teaching and, especially, to reframe the stakes away from the technical and toward the moral. As a teacher and educator, I consider two questions about my teaching that emerged from the mandate to reflect on teaching effectiveness during my promotion and tenure review process: Are my students more powerful in the world because of my teaching, and does my teaching alleviate suffering? I theorize what each question means for how I approach my classes to uncover larger questions about what it means to teach. In particular, I argue that any consideration of teaching reduced to a set of skills fails to attend to the sociocultural reality of students' lives, and thus reproduces suffering.  相似文献   

3.
This article reports on a two-year self-study exploring my roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. I was interested in better understanding how and what I can learn from the complexity of my teaching experiences. Data included my professional journals, students’ reflection journals, and communication with a critical friend. I examined, when teaching diversity, how I constructed and navigated my roles, how the students constructed and perceived my roles, and how they have transformed my instructional philosophy and practices. The findings illustrated a dynamic and tension-filled experience of a teacher educator teaching diversity in the US as a perceived outsider, suggesting that it was a reflexive learning opportunity. The findings are aligned with a growing recognition that appropriate time and space is necessary for teacher educators to share and exchange their experiences and to gain support for their professional development when teaching diversity. Further, the findings are supportive of the contribution of self-study research in advancing the broader field of teacher education research.  相似文献   

4.
In this article, I ask how university students with disabilities negotiate with staff arrangements for alternative assessment practices. I draw on three case studies using a personal pronoun perspective to challenge the conventional view that educational policy and teaching practice are forms of rational action. I demonstrate how the lives of students and staff are typically characterised by unexpected events, disorder, emotion and prejudice. The analytic perspective offered here establishes how meanings, intentions and different viewpoints and alliances emerge as social actors work to create specific faculty and institution cultures. The case studies also reveal what does and what does not work – some of the obstacles – and what needs to be done if we are serious about equity and inclusive education. They include practical assistance in recognising the specific requirements of students with disabilities and how to design alternative assessment for students with specific ‘conditions’. I argue that professional development and specific techniques in curriculum design are needed. Some staff also require help in recognising their policy and legal obligations. A cultural change which identifies and challenges prejudice is a larger task if universities are to become places in which equal opportunity principles and inclusive education are present and actively practised.  相似文献   

5.
In this article, I theorize a specific pedagogical moment as a teacher educator by taking up a particular aspect of phenomenological philosophy – the phenomenological reduction – and a particular conception of pedagogy informed by Bourdieu’s philosophies – nomos and habitus – in order to put them in closer dialog with one another. I also bring the theoretical and conceptual work of other critical and poststructural thinkers – hooks and Boler – to bear on a nagging pedagogical concern I experienced as a teacher educator when one of my students made me painfully aware of something I had missed, creating a landscape for how each may be imagined as not only exercises of teaching but as larger commitments to practice and theory, relationship with learners, as well as relationship with self. This concern became a phenomenological pedagogical moment of self-discovery and defined possibility in the classroom where I learned to shift and suspend pedagogical practices and step back to take a moment to see what had yet to be noticed, a time in which I chose to eat a naked lunch.  相似文献   

6.
《Africa Education Review》2013,10(2):219-235
Abstract

Education for transformation and social justice calls for critical, reflective, imaginative and independent thinkers with enquiring minds and a strong sense of curiosity – the ends and means of what Jonathan Jansen calls a ‘pedagogy to disrupt’ and Gert Biesta a ‘pedagogy of interruption’. For this reason, I introduced an innovative pedagogy in some of my courses at the School of Education, University of the Witwatersrand in Johannesburg – the internationally established ‘community of enquiry’ pedagogy. I report on how in an Ethics course the pedagogy opened up a space for undergraduate students to disclose their own experiences of corporal punishment in the schools where they were placed for teaching practice. The pedagogy made room for a critical incident to emerge that was painful for both tutors and students, but, as I argue, crucial for participation, inclusion and the demands of open-mindedness, critical thinking and also solidarity required in a deliberative democracy.  相似文献   

7.
This paper introduces rhizocurrere, a curriculum autobiographical concept I created to chart my efforts to develop place-responsive outdoor environmental education. Rhizocurrere brings together rhizome, a Deleuze and Guattari concept, with currere, Pinar’s autobiographical method for curriculum inquiry. Responding to invitations from Deleuze, Guattari and Pinar, to experiment, I have adapted their ideas to create a philosophical~methodological concept that draws attention to relationships between my pedagogical and curriculum research and the contexts that have shaped my life~work. This paper outlines rhizocurrere, its parent concepts and how I have enacted my attempts to think differently about curricula and pedagogy. The central question is not ‘what is rhizocurrere?’ but rather ‘how does/could rhizocurrere work?’ and ‘what does/might rhizocurrere allow me to do?’  相似文献   

8.
The explicit purpose of gathering feedback in college classes is to improve those courses, usually along the lines of structure, organisation, pace, or some other aspect of the course over which the professor typically has control. A potential outcome that is less immediately obvious is the shift that can take place regarding who is responsible and in what ways for the analysis and revision of pedagogical practices at the college level. In this article, I take as a foundation for my discussion the premises of new wave student voice work, and I describe a project through which students were positioned as consultants who gathered midcourse feedback for faculty members. I analyse how those student consultants supported faculty members in revising not only their courses but also their relationships with students – both student consultants and students enrolled in the courses.  相似文献   

9.
For over a decade I have been involved in state and national Level curriculum and professional development projects that have required of me that I ‘act’. During the same period my research has focused on educational reforms within a social justice framework and on the development of informed numeracy in children and adolescents. In this paper I consider how children, different children learn and understand counting. In doing so, I reflect upon my experiences as a curriculum developer who is constantly uneasy, often frustrated and occasionally made anxious by the disjunction between what she understands and what she does and perhaps more importantly what she doesn't understand but nevertheless does.  相似文献   

10.
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges African American students face in predominately White teacher education programs, including covert and overt racism, none focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What does teacher reflection work to repress?”  相似文献   

11.
ABSTRACT Alison Jones finds in the writing of her students who take up post-structuralism, a confused humanism, an illegitimate appearance of a prediscursive self. She attributes this to some aspects of my writing and to the students' failure to understand the structuralist base of post-structuralism. Jones argues that I and her students are guilty of humanism when we use active verbs such as 'positioning' or 'forced choice', or when we try to imagine what agency might be in a post-structuralist framework. In this reply I produce a detailed reading of Jones'. In doing so, I attempt to find how she produced her reading of my writing, and at the same time to extend my understanding of what the 'post-structuralist subject' might be. I attend to this in the dual sense of human beings as subjects, and the subject of post-structuralism as we teach it to our students.  相似文献   

12.
The primary goal of this research is to better understand my students' reading orientations – what they believe it means to be a successful reader. I also seek to identify the relationship between those beliefs and my teaching. The data come primarily from six focal students in my second-grade classroom in an urban public charter elementary school in Oakland, California. Focal students were observed, interviewed, and asked to discuss and rank vignettes of readers with varying reading behaviors, skills, and habits. In addition, I drew on systematic reflections about my own teaching and students. Results showed that focal students shared reading orientations toward aspects of fluency, such as accuracy, and knowledge-level comprehension skills, such as retelling events from a story. Results also showed that students' responses correlated closely with teaching points emphasized both within my classroom and around the school. These results, in combination with data from observations, led me to discover that students' reading orientations may have both public and private aspects. In other words, their stated preferences might differ from their private inclinations. These findings suggest that teachers need to be organized and intentional around the messages that they send to students about successful reading. They also suggest that teachers create environments in which various purposes and reading behaviors are valued.  相似文献   

13.
One of the most important questions I ask as both a cultural anthropologist and a university teacher is: How do people come to know what they think they know? In this article, I adopt a narrative approach to processes of learning and discovery in two very different locales, an indigenous society in the South Pacific, and a senior seminar on contemporary anthropological theory in a Canadian university. I show how I developed an exercise to “bring the field into the classroom” and how my students helped me to take what we learned in the classroom back to the field. In my conclusions, I discuss lessons I and my students learned about the link between experience and understanding, about the nature of interpretation, and about the role of reflexivity in the construction of meaning.  相似文献   

14.
Abstract

This article extends recent attempts to think (post)qualitative research together with decolonial, postcolonial and other critiques – as a frictional, fraught encounter. I review how the concept of voice has been used in past and present research with children and young people: from research speaking about children and young people, dialogical speaking with the ‘agentic’ young person, poststructural refusals of ‘raw voices’ speaking for themselves, and (post)qualitative onto-epistemological experiments with utterances spoken in research assemblages. Reading one of my research practices – the mis/use of cloth puppets with high school students – through recent critiques of (post)qualitative work, two particular concerns materialize: accounting for relations between past and present research, and accounting for what comes to matter during and after research encounters.  相似文献   

15.
Yan Yang 《Interchange》2018,49(1):69-84
My childhood experience in school was fragmented from my out of school experience where I lived in rural China. School subject matters were reduced to bits and pieces. I excelled in this artificial symbolic world. Progressing from preschool to graduate school, I trained to teach in that world, and gained the opportunity to study at Harvard. My first course there was with Eleanor Duckworth. To put students in close contact with subject matter, and to listen to learners explain what they think, Duckworth's course creates space where learners develop direct relationship with subject matter. Throughout the semester, we record the moon as we observe it, share observations, and discuss questions. In contrast with my prior schooling, we learners are responsible for following our emerging curiosities. Narrating from my moon study in that course, I chronicle how I came to grasp what it means to learn through truly experiencing exploratory learning. Reentering my moon study in researching for this paper became a search for what previous years of my schooling had taken away from me: confidence and dignity as a learner.  相似文献   

16.
In higher education today, an overwhelming acceptance of neoliberal and neoconservative ideologies that advance corporate logics of efficiency, competition and profit maximization is commonplace. Market-driven logics and neoconservative ideals shape decision-making about what is taught, how material is taught, who teaches, who does research, who belongs, what counts as valid research and, ultimately, the purposes of higher education. Against this backdrop, in this essay, I provide a critical analysis of the ways in which market-driven and neoconservative values shape the experiences of junior faculty of color in American research universities. That is to say, I am concerned with the ways in which neoliberal racialization structures the lives of junior faculty of color in the US academy. In my analysis, I reason that in order to substantively improve conditions for junior faculty of color, there is a need for those concerned with change to fine-tune understandings of the US academy – its history and new re-alignment with the market, neoconservative ideals and corporate values – identifying in the process the non-benign impact of the corporate university on scholarship and teaching, working conditions and visions for social justice and equity.  相似文献   

17.
In this paper I argue that the teacher educators who deliberately create and nurture caring teacher–student relationships, despite the many challenges, benefit both themselves and their students in several ways. Although the notion that teachers should care for their students is not new, it may well be that professors too seldom communicate their caring clearly to students. First, I outline the literature on caring in education and provide examples of how professors show they care – and why students find this so important. Building on my belief that all (good) teaching involves humans in relation, I then describe how I use beginning-of-the-semester, one-to-one meetings with new students as one example of how caring can be operationalized. In an era when content-matter dissemination and accountability are increasingly reified, it is crucially important to see and treat our students as whole people rather than consumer-critics so that the dominant reductionist and consumerist traditions can be challenged and ultimately transformed.  相似文献   

18.
For this self-study of my teacher education practice, I positioned myself as a novice in the unfamiliar context of learning to ride a horse. This gave me an opportunity to re-experience being an authentic learner and thereby to deepen my understanding of how an individual learns to teach. I recorded my experiences in an electronic journal and analysed what happened over many months of weekly horse-riding lessons. Central to my learning process was feeding key ideas, insights and tentative analyses into discussions with my students and critical friends. As I analysed their responses further, two themes emerged through pattern analysis. First, being a neophyte in horse riding allowed me to empathise strongly with my students' novice status. Second, permitting them to see the development of my expertise through horse riding was helpful to my students. Re-positioning myself as a learner challenged my view of myself as a teacher educator and transformed my teacher education practice.  相似文献   

19.
The purpose of this study is to examine the effects of email modeling and scaffolding on the social writing quality of students with cognitive disabilities. Ten students from a university-affiliated lab school (mean age = 19.3; SD = 1.2) with an average of IQ of 55.30 (SD = 5.98) and 10 teacher candidates in a university teacher education programme participated in the study. The results suggest that all students with intellectual disabilities were able to holistically improve their social writing quality after exchanging emails with mature writers over a period of 15 weeks. Specifically, the students progressively showed various degrees of improvement in the areas of writing mechanics, lexical and syntactic complexity, writing cohesion, pragmatic propriety and writing motivation. However, the figurative use of language remained unaffected by the email modeling and scaffolding. Taken together, this study suggests that Internet-mediated formats, such as email, can reduce the anxiety of students with intellectual disabilities. Students feel more motivated to engage in writing and do so more actively in social media exchanges, thus improving their virtual social communication skills through writing. Teaching implications of this study are discussed.  相似文献   

20.
Since at least the 1990s, voices both inside and outside the academy have vigorously debated whether the university has the responsibility to educate students in ‘transferable skills’ in addition to disciplinary content. Lists of these skills often include critical thinking, problem solving, collaboration, and innovation, and, almost always, communication, this article's focus. I briefly review the debate on whether such skills should be a prominent part of the university curriculum, and specifically address one argument advanced by the critics—that these skills cannot be taught. I describe my experience teaching communication relying on research-based practices and reflect on what it means to teach transferable skills in the digital age, as pedagogy changes and the university extends its reach. The article concludes with a recommendation to expand the teaching and learning of transferable skills and suggests how this can be accomplished.  相似文献   

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