"This volume offers a Naming praxis with which teachers might more closely align with their ethical ideals in the midst of their daily practice and relationships with students. Framed ontologically in Maxine Greene's existential-phenomenological notion of Becoming, the author explicates Greene's Naming as a praxis within her own early teaching experiences through the interpretive methods of currere and teacher lore. This study evolves in epistolary conversation with Maxine Greene, teacher colleagues, andnew teachers. It demonstrates the possibilities of applying critical reflective and discursive dialogue to the tensions of a teacher's life of practice in order to identify the obstacles to and the opportunities of the Becoming of the teacher and the student(s) in the educational encounter"--
This volume suggests an ontological framework for teacher praxis according to Maxine Greenes concept of Naming and Becoming.
| Acknowledgments |
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vii | |
| Introductory Letter to My Reader |
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1 | (5) |
| 1 Letters to Maxine |
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6 | (51) |
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6 | (1) |
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7 | (5) |
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3 Journey toward Maxine: Troubling Epistemology |
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12 | (9) |
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4 Imaging Ontological Possibilities |
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21 | (7) |
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28 | (13) |
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6 Naming, Learning, and Social Imagination |
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41 | (16) |
| 2 Letters to My Colleague |
|
57 | (36) |
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1 Toward a Method of Inquiry for a Teacher |
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57 | (4) |
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2 (Re)Claiming Interpretation: Currere |
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61 | (5) |
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3 Engaging Teachers in Inquiry: Teacher Lore |
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66 | (7) |
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4 Logics of a Naming Study |
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|
73 | (20) |
| 3 Letters to New Teachers |
|
93 | (97) |
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94 | (41) |
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135 | (8) |
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3 "We" Know: Beginnings of Discursive Naming |
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143 | (7) |
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4 Naming a Feminized Profession |
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150 | (6) |
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5 Naming Hidden Work and (Mis)Understanding |
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156 | (14) |
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170 | (7) |
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177 | (13) |
| Interlude: Today |
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190 | (1) |
| Concluding Letter to Fellow Teachers |
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191 | (10) |
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197 | (4) |
| Bibliography |
|
201 | (15) |
| Index |
|
216 | |
Christine Debelak Neider, Ph.D. (2016), University of Pittsburgh, is an independent scholar/educator. She has been a teacher, community educator, and school leader in public and private PreK-12 schools. She also taught Social Foundations of Education and Curriculum Studies in university.
