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From the Parade Child to the King of Chaos

The Complex Journey of William Doll, Teacher Educator

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Hongyu Wang

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.
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1. When William Doll visited China in 2000, he regularly wrote letters to friends, relatives, and colleagues in the United States to share his thoughts about and responses to what he saw and experienced. Donna Trueit helped me locate four of his letters, although he had written more. The quotes from these letters are not dated because dates were unclear.

2. I requested the videotaping of this class when Doll and Trueit were teaching at the UBC. Once in a while, Doll would talk to me through the video—even though he could not see me and I could not respond—as if I were present in his class. It was funny for students but it also demonstrated Doll’s awareness of the other even though I was absent in person. This is also an aspect of his presence to others.←109 | 110→ ←110 | 111→

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