Table Of Contents
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- A Parade of Pedagogies
- Preface: Complexity of Life, Thought, and Pedagogy
- Story-Sharing and Analysis
- A Brief Sketch of William Doll’s Teaching Career
- Chapter 1. Pedagogy of Play
- Play in Childhood and Youth
- A Teacher’s Play
- The Role of Teacher
- Play With Different Subjects
- A Teacher Educator’s Play
- Play With the Limits
- Play With Ideas
- Play With Relations
- 4 R’s, 5 C’s, and 3 S’s: A Curriculum Scholar’s Play
- Chapter 2. Pedagogy of Perturbation
- Perturbation in Life
- Perturbation in Teaching
- The “Right” Amount of Tension
- The Role of Time
- Situational Pedagogical Relationships
- Emergent Design
- The Limit of Perturbation
- Pedagogy of Perturbation in Leadership
- Chapter 3. Pedagogy of Presence
- Presence and Absence in Life
- Presence in Teaching and Team Teaching
- Pedagogical Companionship
- Sustained Engagement
- Presence and Absence in the Midst of Difference
- Team Teaching
- Theory and Practice in Mutual Presence
- Chapter 4. Pedagogy of Patterns
- Teaching at School Through a Sense of Patterning
- Playing With Patterns in Teacher Education
- Fractal Entrance to Patterns
- Complex Patterns and Nonlinear Teaching
- The Mixture of Stability and Flexibility
- The Mutual Embeddedness of Complexity and Simplicity
- Interactionism and Temporality
- Chapter 5. Pedagogy of Passion
- Joyful Commitment to Students
- Passionate Teaching
- Passionate Learning From China
- Encountering the Other
- The Interplay Between the Self and the Other
- Passionate Teaching in the International Context
- Chapter 6. Pedagogy of Peace
- Making Peace With Loss, Guilt, and Difference in Life
- Loss and Peace
- Guilt and Peace
- Difference and Peace
- An Educator’s Peace
- Pedagogy in Flow
- Integrative Effects of Teaching at Peace
- Chapter 7. Pedagogy of Participation
- Philosophy of Participation in Teaching and Leadership
- International Teaching
- Team Teaching
- Leadership Experiences
- Creating a Community of Learners
- Politics, Ethics, and Spirituality: Participation and Responsibility
- Bill Doll’s Pedagogy: A Peek Behind the Curtain
- Bill Doll’s Vision
- Bill Doll’s Chaotic Pedagogy
- Learning, Learning, Learning
- The Genres Approach
- Bill Doll’s Pedagogy
- The Reference Culture
- Afterword: Of Experiencing Pedagogy by Rainbow Light
From the Parade Child
to the King of Chaos
The Complex Journey of William Doll, Teacher Educator
New York Bern Frankfurt Berlin
Brussels Vienna Oxford Warsaw
Library of Congress Cataloging-in-Publication Data
Names: Wang, Hongyu, author.
Title: From the parade child to the king of chaos: the complex journey of William Doll, teacher educator / Hongyu Wang.
Description: New York: Peter Lang, 2016.
Series: Complicated conversation: a book series of curriculum studies; vol. 49 | ISSN 1534-2816
Includes bibliographical references and index.
Identifiers: LCCN 2016023378 | ISBN 978-1-4331-3411-1 (hardcover: alk. paper)
ISBN 978-1-4331-3410-4 (paperback: alk. paper) | ISBN 978-1-4539-1905-7 (ebook pdf)
ISBN 978-1-4331-3597-2 (epub) | ISBN 978-1-4331-3719-8 (mobi)
Subjects: LCSH: Doll, William E. | Educators—United States—Biography.
Postmodernism and education. | Curriculum planning—Philosophy.
Chaotic behavior in systems.
Classification: LCC LB885.D65 W35 2016 | DDC 370.92 [B] —dc23
LC record available at https://lccn.loc.gov/2016023378
Bibliographic information published by Die Deutsche Nationalbibliothek.
Die Deutsche Nationalbibliothek lists this publication in the “Deutsche Nationalbibliografie”; detailed bibliographic data are available on the Internet at http://dnb.d-nb.de/.
© 2016 Peter Lang Publishing, Inc., New York
29 Broadway, 18th floor, New York, NY 10006
All rights reserved.
Reprint or reproduction, even partially, in all forms such as microfilm, xerography, microfiche, microcard, and offset strictly prohibited.
HONGYU WANG is a professor in curriculum studies at Oklahoma State University. Her research and teaching interests include nonviolence education, curriculum theory, East/West inquiry, subjectivity and education, and college curriculum and teaching. Among her numerous publications, Nonviolence and Education (2014) is the most recent book.
About the book
“‘Whoosh! What a joy!’ This quintessential William Doll expression flows lyrically through this rhapsody of accolades about his lengthy, passionate service to curriculum and pedagogy. William Doll is a rare individual whose presence transforms the lives of everyone he touches. You will meet him here in all his winsome and pedagogical playfulness.”
—Peter P. Grimmett, Professor and Head of Curriculum and Pedagogy, University of British Columbia
From the Parade Child to the King of Chaos depicts the pedagogical life history of an extraordinary teacher educator and internationally renowned curriculum scholar, William E. Doll, Jr. It explores how his life experiences have contributed to the formation and transformation of a celebrated teacher educator. From the child who spontaneously led a parade to the king of chaos who embraces complexity in education, complicated tales of Doll’s journey through his childhood, youth, and decades of teaching in schools and in teacher education are situated in the historical, intellectual, and cultural context of American education. Seven themes are interwoven in Doll’s life, thought, and teaching: pedagogy of play, pedagogy of perturbation, pedagogy of presence, pedagogy of patterns, pedagogy of passion, pedagogy of peace, and pedagogy of participation. Based upon rich data collected over six years, this book demonstrates methodological creativity in integrating multiple sources and lenses. Profoundly moving, humorous, and inspirational, it is a much-needed text for undergraduate and graduate courses in teacher education, curriculum studies, theory and practice of teaching and learning, life history studies, chaos and complexity theory, and postmodernism.
This eBook can be cited
This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.
Table of Contents
It is no secret that I locate study, not teaching, at the site of educational experience.1 Teaching matters, as the life and career of my dear friend and key colleague William E. Doll, Jr., make clear. One of the ways teaching matters is in its communication of subject matter—simultaneously the school subject and the human subject—the educator’s engagement with students and colleagues in the complicated conversation that is the curriculum. At its consummate, teaching can be in consanguinity2 with its subject matter. As Hongyu Wang observes, “Doll teaches what he is.”3 Wang acknowledges that “such a unity between the teacher and teaching is remarkable.” Wang quotes the insight of another remarkable educator—Ted Aoki—“good teachers are more than they do; they are the teaching.” So too is Hongyu Wang, whose teaching in this book is in consanguinity with the pedagogy of William E. Doll, Jr., a great American teacher educator and curriculum theorist.4 It has been my privilege and pleasure to know Bill Doll for forty years, first in upstate New York, then in Louisiana, and now in the Pacific Northwest. Because I have before expressed my gratitude for this friendship5 in personal terms, I will not repeat it here. Because I have composed an overview6 of his resounding scholarship, I will not repeat that either. Here I focus on Doll’s exceptional teaching and Hongyu Wang’s wonderful teaching of it.←ix | x→
“Wonderful” seems precisely the word, as Wang works from “wonder,” defined as both the desire to know something and feelings of admiration, amazement, and marvel. Severing teaching from the specificities of situations—conceiving teaching as technique or best practice—risks remaking education a matter of manipulation, communicating to children they are merely means to depersonalized ends: school test scores.
Partly to protect students, partly to protect themselves, policy makers have promoted a professionalism stripped of the personal, rendering personal relationship incidental and even suspicious, especially between educators and young children. Wang’s achievement here is that she not only communicates, in consanguinity, the pedagogical genius of William E. Doll, Jr., she has also contributed to a conception of teaching that reintegrates what twentieth-century professionalism had split apart: subject matter and the human subject.
- XXXIV, 196
- ISBN (ePUB)
- ISBN (PDF)
- ISBN (MOBI)
- ISBN (Softcover)
- ISBN (Hardcover)
- Publication date
- 2016 (October)
- curriculum scholar teacher educator William Doll life history pedagogy curriculum studies teacher education
- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2016. XXXIV, 196 pp.