Description
Book SynopsisWho are our teachers? Should we care about who teaches our children? Because who they are, matters. It matters because who teachers are, manifests in how they teach. The authors’ analyses of prominent teachers in Anglo-Saxon philosophy of education and Muslim philosophy of education, coupled with their own narratives of what it means to be and become a teacher inform the central theme of this book, namely that teachers do matter. In addition, no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become. In the main, becoming an authentic teacher can happen only in the presence of what it means for teachers to be or become transformative, dialectical and imaginative, deconstructive and friendly, expositors of equality and disruption, eloquent and conscientious and spiritual. It is such an understanding, which the authors advance and dare to cultivate in our institutions of primary, secondary and higher learning.
Trade ReviewTeachers Matter is an excellent book. Waghid and Davids have provided an insightful, thought provoking and energising account of the necessary work done by teachers. Informed by incisive accounts and critiques of key philosophers, an argument is made for continuous deliberative encounters that are powerfully and positively transformative. Highly recommended. -- Ian Davies, University of York
Table of ContentsChapter 1: Claims of Being a Teacher: Making Teaching Defensible Again
Chapter 2: Extending a Rediscovered Notion of Teaching
Chapter 3: Towards a Freirean View of a Teacher-in-Becoming
Chapter 4: Maxine Greene on Being a ‘Teacher in Becoming’
Chapter 5: Jacques Derrida on Being a Teacher-in-Becoming
Chapter 6: Jacques Rancière on a Teacher-in-Becoming
Chapter 7: Ibn Khaldun on Teachers and Teaching
Chapter 8: Al-Ghazzali on Teaching
Chapter 9: Teaching as conflict and controversy
Chapter 10: On Why Teachers Matter: The Effects of Influence and Expectation
Chapter 11: Postscript
