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Author: Leah Cheryl Fowler Publisher: ISBN: Category : Languages : en Pages :
Book Description
This dissertation identifies questions of difficulty in teaching and represents one story of an enduring poststructural reconstitution of the relational fields of self, theory, and practice. The first three sections are self-authored narratives (Coming to Teaching: Notes to the Reader; Coming to Difficulty: Returning of Life to Its Original Difficulty; Coming to Wisdom in Teaching through Narrative). Some narratives are memories of originary, often preconceptual, difficulty in which I retrace and reunderstand my own epistemologies. Some narratives are deliberate products of literary fictive craft, meant to create openings for more study, multiple tellings, and diverse interpretations, as with any piece of good literature. Other narratives, exploring complexities of the underside of teaching, are "counter-narratives" (Giroux, Lankshear, McLaren, & Peters, 1996) which the teaching community of readers may find difficult to accept or know and prefer to leave untold. Each narrative necessarily has its roots in some form of autobiography, although several blossom into fiction for reasons of ethics, poetics, and creative possibility. These narratives serve as force-field containers (in the Greek sense of temenos or crucible) which textually hold still the shards and images of difficulty long enough to apprehend, examine, comprehend, and further imagine the site of self, with the salutary effect of re-understanding and reconstituting that self in teaching. The final section (Teacher, Teach Thyself: Lessons from Difficulty) is a descriptive contemplation of the process and effect of researching the curriculum of the (teaching) self. Researching inductively through multiple writings, readings, and interpretations of narratives about (self) difficulty, seven significant relational, holographic orbitals of work emerge: naive storying, psychological construction, psychotherapeutic ethics, narrative craft, hermeneutic philosophy, curriculum pedagogy, and poetics of a teaching self. Entire education systems are in deep difficulty, but I believe I have the right and ability only to govern and alter myself, to ethinarratively reconstitute my own relational praxis, to be able to work with others at the center of difficulty with a durable, intelligent, wise, humble, generative, compassionate field of self capable of laughter, hope, goodness, truth, meaning and beauty in Being at the close of this darkening twentieth century. Such hermeneutic narrative research makes it possible to be ethically responsible for personal shadow, practices of unhealthy transference, and impulses to control or colonize other, in order to teach in meaningful, present, educative engagements with students learning and constructing their own life narratives.
Author: Leah Cheryl Fowler Publisher: ISBN: Category : Languages : en Pages :
Book Description
This dissertation identifies questions of difficulty in teaching and represents one story of an enduring poststructural reconstitution of the relational fields of self, theory, and practice. The first three sections are self-authored narratives (Coming to Teaching: Notes to the Reader; Coming to Difficulty: Returning of Life to Its Original Difficulty; Coming to Wisdom in Teaching through Narrative). Some narratives are memories of originary, often preconceptual, difficulty in which I retrace and reunderstand my own epistemologies. Some narratives are deliberate products of literary fictive craft, meant to create openings for more study, multiple tellings, and diverse interpretations, as with any piece of good literature. Other narratives, exploring complexities of the underside of teaching, are "counter-narratives" (Giroux, Lankshear, McLaren, & Peters, 1996) which the teaching community of readers may find difficult to accept or know and prefer to leave untold. Each narrative necessarily has its roots in some form of autobiography, although several blossom into fiction for reasons of ethics, poetics, and creative possibility. These narratives serve as force-field containers (in the Greek sense of temenos or crucible) which textually hold still the shards and images of difficulty long enough to apprehend, examine, comprehend, and further imagine the site of self, with the salutary effect of re-understanding and reconstituting that self in teaching. The final section (Teacher, Teach Thyself: Lessons from Difficulty) is a descriptive contemplation of the process and effect of researching the curriculum of the (teaching) self. Researching inductively through multiple writings, readings, and interpretations of narratives about (self) difficulty, seven significant relational, holographic orbitals of work emerge: naive storying, psychological construction, psychotherapeutic ethics, narrative craft, hermeneutic philosophy, curriculum pedagogy, and poetics of a teaching self. Entire education systems are in deep difficulty, but I believe I have the right and ability only to govern and alter myself, to ethinarratively reconstitute my own relational praxis, to be able to work with others at the center of difficulty with a durable, intelligent, wise, humble, generative, compassionate field of self capable of laughter, hope, goodness, truth, meaning and beauty in Being at the close of this darkening twentieth century. Such hermeneutic narrative research makes it possible to be ethically responsible for personal shadow, practices of unhealthy transference, and impulses to control or colonize other, in order to teach in meaningful, present, educative engagements with students learning and constructing their own life narratives.
Author: Linda B. Nilson Publisher: John Wiley & Sons ISBN: 0470612363 Category : Education Languages : en Pages : 401
Book Description
Teaching at Its Best This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more. Praise for the Third Edition of Teaching at Its BestEveryone veterans as well as novices will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation." Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans!" L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions." Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips
Author: Ivor Goodson Publisher: Bloomsbury Publishing USA ISBN: 1623563828 Category : Education Languages : en Pages : 289
Book Description
Ivor Goodson and Scherto Gill analyse and discuss a series of trans-disciplinary case studies from diverse cultures and argue that narrative is not only a rich and profound way for humans to make sense of their lives, but also in itself a process of pedagogical encounter, learning and transformation. As pedagogic sites, life narratives allow the individual to critically examine their ‘scripts' for learning which are encapsulated in their thought processes, discourses, beliefs and values. Goodson and Gill show how narratives can help educators and students shift from a disenfranchised tradition to one of empowerment. This unique book brings together case studies of life narratives as an approach to learning and meaning-making in different disciplines and cultural settings, including teacher education, adult learning, (auto)biographicalwriting, psychotherapy, intercultural learning and community development. Educators, researchers and practitioners from diverse disciplines will find the case studies collected in this book helpful in expanding their understanding of the potential of narrative as a phenomenon, as methodology, and as pedagogy.
Author: Kimberly Scott Publisher: Routledge ISBN: 1317566149 Category : Education Languages : en Pages : 240
Book Description
This volume offers both theoretical and research-based accounts from mothers in academia who must balance their own intricate knowledge of school systems, curriculum and pedagogy with their children’s education and school lives. It explores the contextual advantages and disadvantages of "knowing too much" and how this impacts children’s actions, scholastics and developing consciousness along various lines. Additionally, it allows teachers, administrators and researchers to critically examine their own discourses and those of their students to better navigate their professional and domestic roles. Gathering narratives from academic women in traditional and nontraditional maternal roles, this volume presents both contemporary and retrospective experiences of what it’s like to raise children amidst educational and sociocultural change.
Author: Pam Denicolo Publisher: Psychology Press ISBN: 9780415362245 Category : Education Languages : en Pages : 296
Book Description
This volume delivers a selection of papers presented at an international teaching conference on issues of theory and practice. These key topics will be of interest to novice and veteran teachers, policy makers and all education professionals.
Author: D. Jean Clandinin Publisher: Routledge ISBN: 1315429594 Category : Psychology Languages : en Pages : 215
Book Description
Narrative inquiry examines human lives through the lens of a narrative, honoring lived experience as a source of important knowledge and understanding. In this concise volume, D. Jean Clandinin, one of the pioneers in using narrative as research, updates her classic formulation on narrative inquiry (with F. Michael Connelly), clarifying, extending and refining the method based on an additional decade of work. A valuable feature is the inclusion of several exemplary cases with the author’s critique and analysis of the work. The rise of interest in narrative inquiry in recent years makes this is an essential guide for researchers and an excellent text for graduate courses in qualitative inquiry.
Author: Leah Cheryl Fowler
Author: Leah Cheryl Fowler
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Author: Paulo Freire
Author: Linda B. Nilson
Author: Ivor Goodson
Author: Kimberly Scott
Author: David Boud
Author: Pam Denicolo
Author: D. Jean Clandinin
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