Teachers’ Ethical Self-Encounters with Counter-Stories in the Classroom

Teachers’ Ethical Self-Encounters with Counter-Stories in the Classroom

Author: Teresa Strong-Wilson

Publisher: Routledge

ISBN: 9781000343663

Category: Education

Page: 178

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Offering unique theoretical perspectives, autobiographical insights and narrative accounts from elementary and secondary educators, this monograph illustrates the need for teachers to engage critically with counter-stories as they teach to issues including colonization, war, and genocide. Juxtaposing Pinar’s concept of ethical self-encounters with theories of subjective reconstruction, multidirectional memory, and autobiographical narration, this rich volume considers teachers’ ethical responsibility to interrogate the curriculum via self-reflection and self-formation. Using cases from workshops and classrooms conducted over five years, Strong-Wilson traces teachers’ and students’ movement from "implicated subjects" to "concerned subjects." In doing so, she challenges the neoliberal dynamics which erode teacher agency. By working at the intersections of pedagogy, literary theory and memory studies, this book introduces timely arguments on subjectivity and ethical responsibility to the field of education in the Global North. It will prove to be an essential resource for post-graduate researchers, scholars and academics working with curriculum theory and pedagogical theory in contemporary education.
Teachers’ Ethical Self-Encounters with Counter-Stories in the Classroom
Language: en
Pages: 178
Authors: Teresa Strong-Wilson
Categories: Education
Type: BOOK - Published: 2021-04-20 - Publisher: Routledge

Offering unique theoretical perspectives, autobiographical insights and narrative accounts from elementary and secondary educators, this monograph illustrates the need for teachers to engage critically with counter-stories as they teach to issues including colonization, war, and genocide. Juxtaposing Pinar’s concept of ethical self-encounters with theories of subjective reconstruction, multidirectional memory, and
Curricular and Architectural Encounters with W.G. Sebald
Language: en
Pages: 352
Authors: Teresa Strong-Wilson, Ricardo L. Castro, Warren Crichlow, Amarou Yoder
Categories: Education
Type: BOOK - Published: 2022-12-30 - Publisher: Taylor & Francis

This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction. Moving beyond overly instrumentalist and reductive approaches, the authors combine disciplines in a scholarly fashion to encourage
Restoring Soul, Passion, and Purpose in Teacher Education
Language: en
Pages: 296
Authors: Peter P. Grimmett
Categories: Education
Type: BOOK - Published: 2021-12-31 - Publisher: Routledge

This text both challenges and traces the development of a culture of regulation, standardization, performativity, and governmentality evident in Anglophone teaching practice and education. Framed by a brief history of teacher education research and policy in North America over the last six decades, the text argues that the instrumentalization of
A Praxis of Presence in Curriculum Theory
Language: en
Pages: 252
Authors: William F. Pinar
Categories: Education
Type: BOOK - Published: 2022-08-31 - Publisher: Taylor & Francis

Building on his seminal methodological contribution to the field – currere – here William F. Pinar posits a praxis of presence as a unique form of individual engagement against current cultural crises in education. Bringing together a series of updated essays, articles, and new writings to form this comprehensive volume,
Dialogical Engagement with the Mythopoetics of Currere
Language: en
Pages: 122
Authors: Brian Casemore
Categories: Education
Type: BOOK - Published: 2022-05-19 - Publisher: Routledge

This volume showcases a series of chapters that elaborate on Mary Aswell Doll’s contributions to the field of curriculum theory through her examination of currere as a mythopoetics. By bringing Doll’s Jungian, autobiographical, and literary perspectives into conversation with emergent forms of subjective inquiry—including aesthetic concepts, ecological questions, and spiritual