The Inquiry of the “Teacher's Privilege”
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The concept Privilege may be inquired in two perspectives.Broadly speaking,it consists of the standard teacher's privilege and the nonstandard one.However,strictly speaking,the notion Nonstandard Teacher's Privilege always equals to what we called Privilege.In order to standardize the jargons used in the research,we advocate the concept Privilege in its narrow sense.The formation of the teacher's privilege mainly stems from the teacher's right to educate,the cultural tradition of the society and the educational resources from the teacher himself.Cite
I thoroughly enjoyed reading this book. While the title may not suggest that this book is of direct interest to the readership of RIGEO, the contents most definitely are. Brooks has based her search for what constitutes the subject identity of a teacher and how it both influences and is influenced by their professional development, very firmly in her own experiences as a Geography teacher educator. Indeed, the book draws heavily on her own doctoral research. The examples used in the text are drawn from the English education system.
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Composing and telling stories can allow a person to resist and revise those confining stories drafted by others. As an illustration of the powerful role narrative plays in English teachers' research and teaching, a pre-service teacher's autobiographical story narrates her refusal of the oppressive roles she had been assigned. The teacher's story shows how she has begun to listen to her own voice rather than only to the external voices of others. The continuity between this teacher's personal self-reflection and her emerging public discourse and the resulting change in her own sense of authority has been described by the authors of Women's flays of Knowing as the hallmark of women's emergent sense of agency and control. Eventually this process allowed the pre-service to compose her own definition of herself as a teacher--a process that now enables her to resist the definitions of teacher her schooling and her profession would inscribe on her. Telling her own story allowed the pre-service to continue to assert the authority of her own lived and examined experience and to rewrite herself as a woman and a teacher. The relational, rather than rational, nature of knowledge that comes with stories combined with the speculative nature of most stories demands that researchers continually reexamine the stories they tell as well as examine their own responsibilities to those who tell their personal stories. (SAM) ********************************************************************* Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** COMPOSING EXPERIENCE AND KNOWLEDGE: NARRATIVE AS A CRITICAL INSTRUMENT IN ENGLISH TEACHER PREPARATION A Paper Presented to the National Council ofTeachers of English Pittsburgh, PA November 1993 David E. Wilson, Joy S. Ritchie, and Carol Gulyas University of Nebraska-Lincoln Lincoln, NE 68588-0355 V $ DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER IERICI ktus document nes been I ep,oduced as eceived born the person or organization oivnating it Cl Minot changes have been made to improve ,f1CirOduction quality points ol viewor opinions slated in this docu ment do not necessarily represent official OE RI position oi POliCy USA 2 -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES 'ORMATION CENTER (ERIC) Composing Experience & Knowledge (NCTE '93 paper)/p. 1 COMPOSING EXPERIENCE & KNOWLE.L)GE: NARRATIVE AS A CRITICAL INSTRUMENT IN ENGLISH TEACHER
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Teaching as Contextualized Activity: The Actors Involved. (the Scholarship of Teaching and Learning)
Abstract As a contextualized activity, is shaped among other things by the nature of the actors involved. Drawing on the works of American teachers and the author's own experience as an EFL instructor at Ryazan State Pedagogical University, Russia, the paper focuses on the ways three parties -- teachers, students, and peers/authorities -- can mold the process. Introduction Any kind of activity is influenced by the circumstances under which it is happening. Disregarding this proposition may result in the failure of an immaculately conceived plan or policy, in the gap between theory and practice. is a multifaceted phenomenon, the aspects of which include but are not limited to the place, the time, the historical perspective, the concurrent events, and the participants. Teaching as a communal activity is particularly shaped by the nature of the actors involved. To make this article more focused, I will concentrate on the ways three parties -- the teacher, students, and peers/authorities -- influence the context and thus mold the process. Teacher As Part Of Context Cuban (1999) laments the situation when teaching has been stripped of ... [its] human dimensions (p. 202). However, even within the framework of the subject-centered approach, when the interests, dispositions and backgrounds of the students are disregarded, the teacher herself/ himself is always there, often dominating the classroom horizon. The question arises: which variables of the teacher's personality mainly shape teaching? The teacher's experience as a student seems to be one of the most stable variables, and it may be incorporated into the process in different ways. For instance, Tompkins' (1996) experiments in were motivated, on the one hand, by her desire to liberate herself from the authoritarian training that had fettered her mind and spirit, and on the other hand, by her determination to enable her students to establish connections between the subject matter, in her case literature, and their lives and to give them a chance to explore their own personalities, the chance that she had been denied as a student. At the same time, Tompkins reveals that her early exposure to the authorities who terrified her accounts for her contradictory behavior towards students: to control and not to control, wanting to be loved -- and obeyed (p. 6). Delgado-Gaitan's (1987) story is another example of an attempt to make a difference. Her was driven by a desire to help poor families, which had formed as a reaction to her own school experience when students were given Fs because they couldn't afford to buy paraphernalia for classes. A teacher often incorporates the constructive elements of her/his experience as a student into the classroom environment and tries (consciously or intuitively) to avoid the negative influences (Tompkins, 1996). My professional career as an English teacher may illustrate this attempt. I was fortunate to have had a very experienced and motivated teacher as my English professor. During the five years that he was working with our group at Ryazan State Pedagogical University (1), Russia, he did not only teach me all the aspects of the language but he also imbued me with love of literature, liberated my mind and broadened my horizons by making me view things from different perspectives. Paradoxically, however, his was always the final word, and he always wanted his students to subscribe to his own interpretation of a novel or a poem. I remember the frustration I experienced when after having nodded to the twelve analyses (2) of a literary piece or episode, the professor started advancing his own, sometimes disregarding what we had just said. Having become an English teacher at the same department, I tried to avoid considering my point of view to be superior to the ideas of my students, though they often asked for my interpretation after discussing theirs. …
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Oh, fix me Oh, fix me Oh, fix me Fix me, Jesus, fix me. We're still blaming teachers. At conferences and publications, we 're still blaming teachers. In the news and at school board meetings, we're still blaming teachers. We're still talking about what teachers aren't doing and what they don't know. Teachers are faulty and broken. And everyone has something to say about how to fix them. Yes, it's the teachers who are broken, faulty, and require fixin'. But I submit to you that teachers, like the students they serve, are victims. They get smashed by school districts with wrecking balls of bureaucracy, limited resources, and inadequate pay. They get smashed by impractical professional development that does little to support the realities of day-to-day school life. But sadly, they are also wrecked by us: teacher educators. But we are victims, too. We suffer the indignities of political tenure track system that rarely values collaborative work schools and school communities. We suffer the injustice of state and NCATE standards that devalue true social justice and academic freedoms that embrace true and authentic meaning of curriculum. But rarely do we get at the source. It is rare that we talk about how teachers are developed. How are teacher education programs structured? In what ways are these programs evaluated? And, what ways do teacher educators engage and model critically reflective self-assessment and evaluation toward the continual improvement of praxis that supports educational equity? As woman of color scholar whose work focuses on the intersections of social foundations and curriculum theory the context of urban teacher education, I am an advocate and purveyor of scholarship and praxis that raises the intellectual value of the work of teachers and teacher educators who wholeheartedly and unselfishly support those who are most likely to be underserved the educational arena, k-20. I advocate and subscribe to the praxis of engaged as defined by cultural critic and scholar bell hooks (1994). I advocate and subscribe to the theoretical and conceptual notion of critical race feminism as defined by legal scholar and social activist Adrien K. Wing (1997). What I propose is classroom praxis of engaged from critical race feminist perspective. In this article, I will describe hooks' engaged the context of the experiences I gained from group of African American pre-service teachers social foundations course. This will be followed by description of critical race feminism. The article will conclude with discussion on engaged from critical race feminist perspective. Engaged Pedagogy bell hooks (1994) speaks elegantly about the process of teaching students in manner that respects and cares for (p. 13) their souls as opposed to a rote, assembly line approach (p. 13). As contrast to the 'safe' place of lecture and invited response, hooks moves to place of resistance as she espouses a progressive, holistic education ... more demanding than critical or feminist pedagogy (p. 15). hooks advocates an education that goes beyond the classroom (Florence, 1998) and relates to students as whole human beings. In the context of the social foundations classroom at historically Black university, this required finding ways to get to know my students and their connections to their families. This meant students interjecting their experiences regarding such issues as parental involvement to include their right to question the value of attending local school board meetings as part of their learning experience. Beyer (as cited Florence, 1998) suggests that this may mean including elements of popular culture the classroom experience. In my social foundations classroom, my students expressed preference writing rap and poetry to deliver their ideas, rather than the essay style writing required the syllabus I developed. …
Injustice
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Bureaucracy
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A burden that I carry from my past and for which I feel accountable is the educational privilege that characterised my school experience as a White1, middleclass, high-achiever in apartheid South Africa. While it might seem disingenuous to describe educational privilege as a burden, in looking back over my professional life as a teacher and university educator, I can see how my initial choice to become a teacher and my subsequent pedagogic choices and undertakings have been influenced by my emotional distress at having been privileged, primarily because of my racial classification, at the expense of other children.
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Dead Poets Society is a classic movie that explores about English teaching-learning class in Welton Academic. Mr. Keating as the main character is described as unusual English teacher who gives a big influence toward his students’ life. This unusual teaching style absolutely opposites with academic policy. The academic administrator intensively warns Mr. Keating about his teaching style although his student very interested on him. This paper attempts to explore Mr. Keating’s roles as teacher as reflected in Dead Poets Society movie. The paper was qualitative study with American studies approach. American studies is multidisciplinary studies of America. In this multidisciplinary approach, the writer uses sociology, psychology and historical approaches to conduct the result of the research. Sociology and psychology are used to explain the roles of teacher in teaching and historical approach is used to explore all data dealt with American teacher fact in the past. The data was collected by various sources; text book, newspaper, internet and some available printed master.
This research reveals that English teachers have roles as facilitator, personal models or demonstrator, and as delegator. As facilitator, teacher controls the class and creates good environments and activities, stimulates new information, provides opportunities for collaborative work, to be problem solving and offers students a multiplicity of authentic learning tasks. As personal models, teachers are free to give an example what student should do in the study as long as deals with the object of the study. As delegator, teachers are free to rule their class with target to build cooperation between the students. Those freedoms are used only to make teaching and learning process well done, although, sometime breaks the academic administrator policy
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Lately I have been thinking and writing about the idea of a teacher’s oeuvre – the notion that over time teachers create a significant body or work that might be compared to that of an artist or composer. I have argued that too often the contributions that teachers make remain invisible, under-valued and unknown in the field of education. This is true certainly when compared to the impact of educational theorists and researchers. Classroom teachers are rarely remembered beyond the local networks in which they have practised. In taking up this opportunity to honor the contribution of Allan Luke as an educational scholar, researcher and theorist, I will argue that, along with his publications, his oeuvre also necessarily includes his work as a teacher and teacher educator in institutional and everyday situations; hence I will refer to my experiences as a student, colleague, collaborator and friend. Being a researcher necessarily involves personal, professional and political dimensions because scholarly personae and milieu extend beyond the university into everyday life.
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