Teachers' Ethical Self-Encounters with Counter-Stories in the Classroom: From Implicated to Concerned Subjects

1. Auflage 2021
ISBN: 978-0-367-43179-2
Verlag: ROUTLEDGE

Buch, Englisch, 178 Seiten, Format (B × H): 152 mm x 231 mm, Gewicht: 386 g

Reihe: Studies in Curriculum Theory Series

Offering unique theoretical perspectives, autobiographical insights and narrative accounts from elementary and secondary educators, this monograph illustrates the need for teachers to engage critically with counter-stories as they teach to issues including colonization, war, and genocide.

Juxtaposing Pinar’s concept of ethical self-encounters with theories of subjective reconstruction, multidirectional memory, and autobiographical narration, this rich volume considers teachers’ ethical responsibility to interrogate the curriculum via self-reflection and self-formation. Using cases from workshops and classrooms conducted over five years, Strong-Wilson traces teachers’ and students’ movement from "implicated subjects" to "concerned subjects." In doing so, she challenges the neoliberal dynamics which erode teacher agency.

By working at the intersections of pedagogy, literary theory and memory studies, this book introduces timely arguments on subjectivity and ethical responsibility to the field of education in the Global North. It will prove to be an essential resource for post-graduate researchers, scholars and academics working with curriculum theory and pedagogical theory in contemporary education.

Autoren/Hrsg.

Strong-Wilson, Teresa

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen

Inhaltsverzeichnis

1. Introduction; 2. Allegory and Juxtaposition; 3. Look-alikes; 4. Memory-work; 5. Mobilizing Memory-work; 6. Ethical Self-encounters; 7. Periscopic Narratives; 8. Recognition and Understanding; 9. From Implicated to Concerned Subjects

Über Autor(innen)

Teresa Strong-Wilson is Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada.