Memory & Presence in Teaching
Currency depends on your shipping address
- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2014. 251 pp., num. ill.
- About the Author
- About the Book
- This eBook can be cited
- List of Illustrations
- Foreword: Devorah Kalekin-Fishman
- Chapter 1: Mixing Memory and Desire like Spring Rain
- Theories of memory
- The ethics of memory
- Memory and desire
- Electronic memory
- Memory and trauma
- Chapter 2: “Firm on My Feet”: My Mother’s Story
- Writing the story
- Chapter 3: Mothering, Embodying, Teaching
- Chapter 4: Retrieving Memory, Shaping Teaching: Stories of Teachers
- Themes in teachers' stories: Life as a journey of personal development
- Telling the stories: From origins to outcomes
- Place and displacement, change and continuity
- Chapter 5: Retrieving Memory, Shaping Teachers: Stories of Teacher Educators
- Origins and place
- Purpose in teaching
- Attaining university education
- Interactions of research and practice in life and career
- History and place in the teachers’ stories
- Chapter 6: Auto/biography, Writing and Teacher Learning
- Autobiography and personal writing as inquiry in teaching
- Context and method
- Not another reading assignment!
- Aspects of professional learning
- Does writing enable teachers to challenge the authoritative discourse?
- Chapter 7: “Taking the Imagination Visiting” as Pedagogy: Journal Fragments
- Zichron Yaacov, Israel, 1995
- Jerusalem, August 1996
- Flashback: London, 1967
- Oulu, Finland, February 2001
- India, February 2003
- Goa, February 8, 2003.
- Haifa, 2003—4
- Kingston, Ontario, July 2005
- India, February 2006
- Meenakshi Amman Temple, Madurai, February 21, 2006
- Kumily, February 22, 2006
- Vienna, May 2006
- Einsiedeln, Switzerland, September, 2009
- Poland, August 2011
- July 31, 2011
- London, November 2011: Navigating in the Dark
- Israel, 2010: Green Formica—a poem poem about writing
- Chapter 8: Auto/biography and Conflict in Teaching and Life
- The roots of an approach to conflict
- Learning from conflict
- Story and conflict in teacher education
- Conflict promotes engagement
- Conflict brings out the best in people
- Conflict raises awareness
- Unsolvable conflict promotes learning
- Personal limitations
- Humility: Learning to accept that one can’t always get it right
- Chapter 9: Presence and Dialogue, Auto/biography and Teaching
Chapter 7: “Taking the Imagination Visiting” as Pedagogy: Journal Fragments
“Taking the Imagination Visiting” as Pedagogy: Journal Fragments
“To think with the enlarged mentality—that means you train your imagination to go visiting.” Hannah Arendt, 1978, 257
One of the greatest privileges of university life is the opportunity to travel, and to get to know one’s colleagues from different parts of the world. To be sure, there are many negative aspects to international travel in particular: it is wasteful of resources, expensive and often exhausting. Air travel involves much that seems like ‘lost time’: waiting in electronically controlled and artificially lit environments, being ‘processed’ from check-in through shopping areas to waiting rooms to crowded aircraft. On arrival one may confront language barriers, pressures of time and ever-present tourist inducements; whether on vacation or meeting with colleagues, there is rarely enough time to really get to know and understand the lives of local residents. And yet, it seems that the desire to learn about other people and other cultures, to be part of things, is almost inevitably awakened by finding oneself in an unfamiliar place; travel has been an important part of my learning over the years.
Devorah (interviewed in Chapter 5), spoke about the attitude with which she first came to Israel and which she still takes with her when she travels:
I was busy trying to be an Israeli, even when I thought I was going back, in that first year. It’s more or less the way...
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