Memory & Presence in Teaching
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- 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 9: Presence and Dialogue, Auto/biography and Teaching
Presence and Dialogue, Auto/biography and Teaching
“A teaching life is only lived when it is pursued educationally…as a narrative of inquiry, a life filled with tensions and problematic situations and with the growth that ensues from moving successfully from one inquiry to another.” Connelly, 1995, xv
An interest in narrative and story has been part of my life as long as I can remember, long before I understood that life is lived as a narrative, and this interest has motivated the work presented and discussed in this book. There are still many questions that can be asked about narrative as method, and many concerns have been raised by proponents as well as detractors (see, for example, Bullough, 2008). Now, however, I want to highlight several ideas that are made central by narrative inquiry as practice and as method, ideas which have been appearing and reappearing in previous chapters but that now ask to be looked at directly, in order to bring into focus the main themes that have been developing: the importance of presence and dialogue, body and imagination in teaching and in the study of teaching. All these themes are interrelated and it’s difficult to look at them in sequence, but it seems important to give each one its due as they are all seriously undervalued in the current educational climate.
First, though, I want to address the notion of “wide-awakeness.” Clandinin & Connelly (2000) highlight this notion...
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