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81.
《Journal of Teaching in Social Work》2013,33(1-2):111-127
This paper describes a course for clinical social work students which presumes social work's core commitment to work at the psychosocial interface, but addresses this commitment using the conceptual tools of social constructionism. The course is based on socia constructionist interests in the social and historical construction of professional knowledge; the value of multiple lenses to understanding any clinical phenomenon; and the inclusion of the position of the subject in the disciplined examination of any theory. We look at the social construction and location of commonly encountered psychiatric diagnoses; at the same time, we use these tools to examine the construction of the professional identities of the course participants. 相似文献
82.
Aaron Koh 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):167-178
This article mobilizes story-telling to narrate my lived experience of teaching English as a minority academic in one Australian university. Positioning myself as living ‘in-between’ two cultures and as an ‘Other’, I tell my story of how I have been ‘racialized’ and ‘Othered’ because I do not look White, and my spoken English is distinctly accented; hence, my legitimacy of teaching English is held suspect. My story contributes to the theorizing of the sociology of the in-between with the argument that while living in-between culture can be a space of negativity, it can also be a space of empowerment if one exercises choice and agency by forging new spaces. I end my story-telling with a happy ending by presenting a contrasting story of how my run-away from Australia to (a new space in) Hong Kong to teach English has reaffirmed my cultural capital as I morph into a different ‘Other’. 相似文献
83.
Stephen Weiss 《Emotional and Behavioural Difficulties》2013,18(1):9-18
Abstract Psychoanalytic theory postulates that an individual's forgotten past can shape his or her behavior in the present. In psychotherapy, clients relive past conflicts and direct them toward their therapists in the present. This phenomenon, known as transference, is not limited to treatment considerations, but influences all interpersonal interactions. However, the professional literature has given minimal consideration to the importance of transference for understanding classroom dynamics. This and a companion article focus upon how transference shapes relationships between teachers and students by integrating narrative case studies with a literature review. However, the ideas and examples are thought to be relevant for all mental health and educational workers with children. The article provides an overview of transference concepts as they emerge in the context of clinical psychoanalysis and human development with implications for classroom life. 相似文献
84.
The economic, social, cultural, technological and labour changes experienced by Spanish universities in the last 40?years have had their impact on the professional lives of the university teachers. Our methodological decision to study, through the construction of life histories, how scholars cope with social and institutional changes in their professional lives led us to start by writing our professional autobiographies which were followed by a resonance practice in which each of us wrote a response to a partner’s autobiography. Results show that our responses appeared to have three different functions: give some feedback to our partners, tell our group our position about our partner’s autobiography and make sense of it for us. It became clear that writing about our resonance responses is a difficult task for academics like us and that our texts were bound by the position each one occupied in the research group and at the university. Our experience lets us rethink the interweaving of reflexivity, personal practical knowledge and resonance. The tension between our academic rationality and our efforts to give spontaneous resonance responses shows that even with narrative researchers, changing one’s personal practical knowledge may conflict with a rationalist point of view. 相似文献
85.
《Journal of Teaching in Social Work》2013,33(3-4):183-200
Abstract This article describes an autobiographical writing assignment completed by students and faculty that is shared in an off-site retreat. It highlights an approach to learning about human diversity that blends affective and behavioral approaches with more traditional cognitive methods. It supports the interrogation of student and instructor assumptions, biases, attitudes, and experiences that result from living in a diverse and inequitable world. Such interrogation is critical if students are to develop the capacity to engage a broad range of clients with varying constellations of social identity. The paper narrates the issues and processes involved. 相似文献
86.
Irene Karpiak 《Studies in Continuing Education》2013,35(1):47-60
When adult students write their life story, they gather selected life experiences and transform these onto the written page. In the course of this literary process they revisit sites of the past and reflect on the meaning of past events; many reconstruct these events from the point of view of the present, and most close their narrative by affirming their identity in the present and envisioning a possible future. Through an analysis of the written life narratives as well as research with one group of writers, a case is made for autobiography's power as an instructional method to bring new light to the past and deepen our sense of self and others. 相似文献
87.
《Studying Teacher Education》2013,9(1):81-95
In order to research and improve her practice, a teacher educator examined her life history and its relation to the ethical and moral discourses of society using autobiography as a self-study methodology. This critical reflection provided the basis for contextualizing praxis-oriented teacher education in an urban school. Based on the transformative framework of critical pedagogy coupled with a self-study of teacher education practices, this article explores how a teacher educator engages in research relating to the self, professional practice, and the analysis of the tensions surrounding otherness and oppression. Critical pedagogy provided the means and the methods to facilitate reflection upon her own earned and unearned privilege in society and paved the way for an agency of change in her practice. 相似文献
88.
周庆贺 《南阳师范学院学报》2004,3(8):42-44
艾米莉出身于牧师家庭,富于才华,有良好的教养;但她生活在较闭塞而生硬的环境里,接受着简单、古板的教育,因而性格内向。这使她难以适应社会,生活封闭,经历简单,对人生充满痛感;精神上“反叛社会”,幻想超现实的自由生活(“返回自然”)。《呼啸山庄》正是艾米莉上述人生状态与精神的自传,客观上具有超越时空的人类启示意义。 相似文献
89.
20世纪90年代以来,以宣扬自我、张扬个性的明星自传,俨然成为世纪交界处璀璨耀眼的文化风景。在大众文化的语境中,明星自传花样翻新,形式上也呈现出多样化的趋向,具体表现在叙述视角的多角化、结构的散文化和语言的多元化诸层面,以此达到标榜个性、贴近大众审美情趣、增强感性愉悦的目的。 相似文献
90.
宋晓英 《临沂师范学院学报》2006,28(1):33-36
当代欧美华人女作家的自传体文学创作无论在对社会生活表现的广度上还是对现代人心灵开掘的深度上都有所突破,远远超出了自传体或者女性题材的限定。作者在对东西方文化的反思中完成了对历史的追忆和对现实的直面,经历了民族视角和世界立足点之间的徘徊,最终对自己的文化身份进行了自觉的定位——以文化边缘人的身份坚持写作的“第三空间”。她们的创作无论对于纠正、完善东方文化在西方的镜像,还是对于打破西方文化中心主义的坚冰,发展中国文化成为世界文化的一部分,都是有意义的。 相似文献