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A literary representation can give us grief. J.M. Coetzee's ‘The Problem of Evil’ follows the crisis of reading of his main character Elizabeth Costello as she struggles to comprehend discursive images of evil. Costello's trouble with reading is not attributed to a cognitive deficiency in her ability to read the text but to a psychical disturbance she experiences while reading. Thinking through our ‘disturbances’ while and after reading gives readers an opportunity to rethink reading as affected by the thoughts and words of others. 相似文献
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Paul Tarc 《Peabody Journal of Education》2013,88(5):486-499
In many of the most highly regarded international schools, international mindedness (IM) represents an overarching value orientation and a “mindset” to be developed in students. Over the last 2 decades, there has been increasing attention to both understanding and supporting IM in the explicit and formal curriculum in international schools; however, the theorization of the more implicit or hidden curriculum of international schools has been much less engaged. This article presents a broad conceptualization of IM from a synthesis of the most recent IM literature and, more specifically, digs deeper into the implicit forms of learning and subjectivity via a “post-informed” analysis of a critical anecdote of international school teaching. The article seeks to inform leaders of how they might more robustly understand IM and work to walk the talk of IM through a more open embrace of human difference and cultural conflict under complex, power-laden, and sometimes fraught social relations. 相似文献
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Aparna Mishra Tarc 《Educational theory》2006,56(3):287-304
A bstract . Ethics penetrates every aspect of Western education. Many of its dominant narratives — education as salvation, as progress, as panacea, and as liberation, for example — are infused with the ethical. Educators are compelled by ethical callings; in fact, education as the call of the ethical informs the singular and collective identities of educators. In this essay, Aparna Mishra Tarc troubles the role of the ethics in Western education using Gayatri Chakravorty Spivak's deconstruction of the ethical in philosophy. Spivak's deconstruction reveals how an ethics based in one's idea of what the Other is and should be violates the uniqueness of Others. Spivak challenges educators to examine vigilantly the ethico-political assumptions and discourses underlying ethical acts in the classroom. Drawing on the writings of Emmanuel Levinas, mediated by the thinking of Jacques Derrida, Spivak re-imagines ethics apart from — and as a part of — its metaphysical heritage. Tarc discusses aspects of Spivak's vision for an education borne out of ethical singularity as hearing and responding to the Other's call. Finally, she explores its implications for how one might begin to respond justly to the conditions of others within and alongside of one's own intellectual and pedagogical engagements. 相似文献
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Paul Tarc Aparna Mishra Tarc Xi Wu 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):666-681
ABSTRACTThis exploratory study on the global middle class (GMC) examines three representative experiences of the tens of thousands of Anglo-Western international schoolteachers (ISTs), who teach in private, K-12, English-immersion international schools for extended periods of time. The notion of GMC provokes consideration of social class making and forms of belonging of professional and managerial service workers who are ‘middling actors’ in the flows of transnational migration. We ground our analysis by examining three IST families as a unique group within the GMC. We find that ISTs, oriented by pre-sojourn middle-class histories, differentially (re)fashion their social class locations in the more elite transnational milieu of the international schools. These families accumulate and exchange economic, cultural and social capital under their transnational routes, connections and returns. Their children’s access to an elite international education as a condition of their international employment represents a unique form of school choice. 相似文献
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