Description
Book SynopsisAgainst the backdrop of a pull toward external standards and accountability, this collection of chapters re-grounds us in the importance of bringing the 'self' to the foreground of the discourse of teaching, teacher education and practitioner research.
Showcasing the work of an international group of scholars whose research and teaching in higher education institutions focuses on working with teachers at the intersection of their professional and personal identities, this book explores diverse practices, such as self-study and mindfulness, that examine, evoke and invoke the self. The authors articulate a range of important questions: What do we mean when we speak of 'self' in the domain of teaching, and its research and practice? Why is it important for teachers to explore themselves in an age of high-stakes testing and performativity?
Developing explorations of 'self' hat stem from a variety of epistemologies spanning Western and East-Asian philosophical schools of thought, this book delves into a rich journey toward the deep, ancient and ever-present question of who we are, opening up various theoretical and practical methods for advancing the endeavors of teaching and teaching research.
Table of ContentsIntroduction. Why explore self in teaching, teacher education and practitioner research?;
Oren Ergas and Jason K. Ritter Chapter 1. The calm, clear and kind educator: A contemplative educational approach to teacher professional identity and development;
Kevin Hulburt, Blak Colaianne, and Robert W. Roeser Chapter 2. Unleashing the elephant out of the closet and into the wildness of inner work;
Heesoon Bai, Scott Bowering, Muga Miyagawa, Avraham Cohen, and Charles Scott Chapter 3. The nature of self and its challenges to educational orthodoxy and 'discipline';
Edward M. Sellman Chapter 4. Working in the space between: conundrums in self-study of practice research;
Stefinee Pinnegar and Mary Lynn Hamilton Chapter 5. Studying the self in self-study: self-knowledge as a means towards relational teacher education;
Julian Kitchen Chapter 6. The self in teaching: an ecological approach;
Joris Vlieghe and Piotr Zamojski Chapter 7. Unprivileging dividedness: in favor of undivided ways of knowing;
Ellyn Lyle Chapter 8. The educational self as a starting point for understanding and self-study in teaching and teacher education;
Jason K. Ritter Chapter 9. The formation of the 'teaching self' through the pulls of day-to-day and meaning;
Oren Ergas Chapter 10. Nature-based mindfulness and the development of the ecological self when teaching in higher education;
Nicole J. Albrecht Chapter 11. Two perspectives on teaching mindfulness in teacher education: A self-study of two selves;
Oren Ergas and Karen Ragoonaden Chapter 12. The teaching self as productive embodied friction: an account on the integration between contemplation and anti-oppressive education;
Steven Zhao Afterword. Looking back, moving forward;
Sharon Todd
