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Dialogue for Student and Teacher Development

My Persian <i>Currere</i>

by Saeed Nazari (Author)
Textbook XX, 176 Pages
Series: Complicated Conversation, Volume 56

Table Of Content

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Contents
  • Foreword
  • Preface
  • Acknowledgments
  • Introduction
  • The Point of Entry: Autobiography and Self-Education
  • My First Comprehensive Exam Experience: A Narrative
  • Lost in School Curriculum
  • Falaka in Primary School
  • Revolution and Imposed War
  • In Quest for Quality Education: Dialogue to the Rescue
  • Overview of the Chapters
  • Chapter 1. Currere and My Educational Experience
  • Introduction
  • An Excerpt from My Educational Experience
  • Autobiography as a Cross-Contextual Journey
  • Voice
  • Place
  • The Curriculum Reconceptualization Movement
  • The Movement and Tylerian Proceduralism Standardization
  • The Autobiographical Method of Currere
  • The Significance of Subjectivity in Curriculum Studies
  • Subjectivity and Evaporation of False Ego (Superficial Self)
  • Free Association and Currere
  • Bracketing
  • Temporality of Currere
  • Concluding Notes
  • Chapter 2. Autobiography and Teacher Development
  • Introduction
  • Problematizing Education
  • Autobiography in Teacher Education
  • Teachers’ Biographical and Autobiographical Research
  • Attunement and Self-Understanding
  • Temporality of Autobiography
  • Concluding Notes
  • Chapter 3. Dialogue and Teacher Professional Development
  • Introduction
  • Background
  • Dialogue in Teacher Professional Development
  • Dialogue in Critical Pedagogy
  • Dialogue as Reflective Practice
  • Hermeneutic Reflexivity and Dialogue
  • Dialogue for Preparation of Teachers
  • Dialogue and Plurality in Teacher Development
  • Dialogue and Individuation
  • Dialogue on Faith for Teacher Professional Development: A Narrative
  • Writing Our Interfaith Dialogue into TESOL
  • Concluding Notes
  • Chapter 4. Gadamerian Dialogue
  • Introduction
  • Gadamerian Hermeneutics and Questions
  • Hermeneutic Understanding and Subjectivity
  • Gadamerian Hermeneutics and Teaching
  • Dialectic Nature of Knowledge
  • The Art of Conversation
  • Gadamerian Hermeneutics and Language
  • Concluding Notes
  • Chapter 5. Gadamerian Dialogue and Student Voice
  • Introduction
  • Background
  • Language and Open-Mindedness
  • Teacher Intervention
  • Becoming Attentive
  • Interpreting Students’ World Meaning
  • Concluding Notes
  • References
  • Chapter 6. Conclusion
  • Summary
  • Return to Research Questions
  • Research Achievements and Contributions
  • Limitations of the Study
  • Further Research
  • Index
  • Series index

cover

About the book

In banking education where the focus of curriculum is producing legitimate knowledge to maintain the sociocultural arrangements, the subjectivity of students and teachers is simply taken for granted. Once credentialized, students can find the source of unease within as public education—centered on conformity and competition—has overlooked their individuality. To contribute to their self-understanding and self-love, self-education starts from reconstructing student and teacher educational experiences. Once students and teachers reflect on their educational experience using autobiographical writing, they can reconstruct their understanding of their self and their education. Using emancipatory and transformative writing to liberate self through autobiographical method of Currere, this book takes a psychoanalytical and hermeneutic journey into student and teacher inner world. Once false self gets shattered following the synthetic phase of the method, students and teachers can reconnect to their true self disguised by non-ego—curriculum. As the source of aesthetic creation and inspiration, true self will connect students and teachers to their deeper layers of self-understanding and selfvalue using which they can recreate their lifeworlds and reconstruct their social and political spheres. Using hermeneutic dialogue following their rebirth, students and teachers will transfer their transformative and liberating understanding of lifeworld to their circumstances to reconstruct education.

CONTENTS

Foreword

Preface

Acknowledgments

Introduction

The Point of Entry: Autobiography and Self-Education

My First Comprehensive Exam Experience: A Narrative

Lost in School Curriculum

Falaka in Primary School

Revolution and Imposed War

In Quest for Quality Education: Dialogue to the Rescue

Overview of the Chapters

Chapter 1. Currere and My Educational Experience

Introduction

An Excerpt from My Educational Experience

Autobiography as a Cross-Contextual Journey

Voice

Place

The Curriculum Reconceptualization Movement

The Movement and Tylerian Proceduralism Standardization

The Autobiographical Method of Currere

The Significance of Subjectivity in Curriculum Studies

Subjectivity and Evaporation of False Ego (Superficial Self)

Free Association and Currere

Bracketing

Temporality of Currere

Concluding Notes

Chapter 2. Autobiography and Teacher Development

Introduction

Problematizing Education

Autobiography in Teacher Education

Teachers’ Biographical and Autobiographical Research

Attunement and Self-Understanding

Temporality of Autobiography

Concluding Notes

Chapter 3. Dialogue and Teacher Professional Development

Introduction

Background

Dialogue in Teacher Professional Development

Dialogue in Critical Pedagogy

Dialogue as Reflective Practice

Hermeneutic Reflexivity and Dialogue

Dialogue for Preparation of Teachers

Dialogue and Plurality in Teacher Development

Dialogue and Individuation

Dialogue on Faith for Teacher Professional Development: A Narrative

Writing Our Interfaith Dialogue into TESOL

Summary

In banking education where the focus of curriculum is producing legitimate knowledge to maintain the sociocultural arrangements, the subjectivity of students and teachers is simply taken for granted. Once credentialized, students can find the source of unease within as public education—centered on conformity and competition—has overlooked their individuality. To contribute to their self-understanding and self-love, self-education starts from reconstructing student and teacher educational experiences. Once students and teachers reflect on their educational experience using autobiographical writing, they can reconstruct their understanding of their self and their education. Using emancipatory and transformative writing to liberate self through autobiographical method of Currere, this book takes a psychoanalytical and hermeneutic journey into student and teacher inner world. Once false self gets shattered following the synthetic phase of the method, students and teachers can reconnect to their true self disguised by non-ego—curriculum. As the source of aesthetic creation and inspiration, true self will connect students and teachers to their deeper layers of self-understanding and self-value using which they can recreate their lifeworlds and reconstruct their social and political spheres. Using hermeneutic dialogue following their rebirth, students and teachers will transfer their transformative and liberating understanding of lifeworld to their circumstances to reconstruct education.

Details

Pages
XX, 176
ISBN (PDF)
9781433182853
ISBN (ePUB)
9781433182860
ISBN (MOBI)
9781433182877
ISBN (Book)
9781433182501
Language
English
Publication date
2021 (March)
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2021. XX, 176 pp.

Biographical notes

Saeed Nazari (Author)

Saeed Nazari received his doctoral degree from the University of British Columbia in curriculum studies on student and teacher development using dialogue. Upon graduation, Dr. Nazari opened a language school to coach students and teachers for self-development. His book chapters have appeared in Canadian Curriculum Studies and Spirituality and English Language Teaching.

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Title: Dialogue for Student and Teacher Development