scholarly journals Chapter 3: Education and Social Self-Creation between Solid and Liquid Modernity

2018 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
Jim Garrison
Keyword(s):  
Teacher Education ◽  
Social Construction ◽  
Teacher Educators ◽  
Professional Life ◽  
Social Self ◽  
Liquid Modernity ◽  
Time Space ◽  
The Social ◽  
The Mind ◽  
International Teacher

This essay intersects John Dewey’s pragmatism with Zygmunt Bauman’s sociological thinking. It explores the creative dimension of Dewey’s constructivism with an emphasis on social self-creation. Bauman’s notions of solid and liquid modernity – among other things his ideas about conditions of time/space and work – supplement Deweyan constructivism by specifying some characteristics of the contemporary social environment that contribute to the social construction of the mind and self. The paper situates the Cologne International Teacher Education Laboratory within the flux of liquid modernity before discussing what Dewey’s theory of inquiry may contribute toward teachers living a more enthusiastic, free, and more creative professional life. The paper concludes with a call for teachers and teacher educators to join with us in forming what Dewey would call a “public” of concerned, committed, and creative educators.

Sustainability Education and Teacher Education: Finding a Natural Habitat?

2012 ◽  
Vol 28 (2) ◽  
pp. 108-124 ◽  
Author(s):  
John Buchanan
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Natural Habitat ◽  
Sustainability Education ◽  
Primary Teacher ◽  
Staff Members ◽  
Assessment Tasks ◽  
The Social ◽  
Teaching Learning

AbstractSustainability education competes for curricular space, both in schools and in teacher education. Opportunities and barriers for the inclusion of sustainability education in an Australian university primary teacher education program are examined in this article. The study focused on the roles, practices and perceptions of teacher educators in promoting sustainability education. Three focus groups were conducted with members of faculty staff from each of the K–6 Key Learning Areas to gather data, which were analysed according to three frameworks: espoused/aspirational and actual practices of staff members; barriers to and affordances for teaching sustainability education; and the nature of initiatives, in terms of teaching/learning activities, assessment tasks, and resources. Beyond the Social Sciences, and Science and Technology, we found that inclusion of sustainability education is somewhat sporadic. The article proposes some ways forward to promote and abet sustainability education in a tertiary context.

scholarly journals New Faculty Cross Borders Through Self-Study in Teacher Education: Global Horizons

2008 ◽  
Vol 18 (1) ◽  
Author(s):  
Candace Figg ◽  
Shelley Griffin ◽  
Chunlei Lu ◽  
Peter Vietgen
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Faculty Members ◽  
Professional Life ◽  
New Faculty ◽  
Global Era ◽  
Professional Experiences ◽  
Self Study ◽  
New Education ◽  
Share Information

This paper outlines findings from a self-study group’s investigation of personal and professional experiences between four new education faculty members. Bringing diverse teacher education experiences from three different countries, the group is situated in a Canadian university undergoing a transition toward becoming a comprehensive institution in the competing global era. Three identified themes emerged: professional value, survival, and maintaining balance. Findings revealed that self-study allows participants to share information, identify issues, appreciate personal and professional life, enjoy being teacher educators, understand teacher education, console and support each other to survive in the initial years, and maintain a balanced professional life.

scholarly journals "Just" Teaching: Linking Teacher Identity to Community and Practice

2016 ◽  
Vol 10 (1) ◽  
pp. 323-339
Author(s):  
Sarah Trask
Keyword(s):  
Teacher Education ◽  
Social Construction ◽  
Teacher Identity ◽  
Institutional Racism ◽  
Race And Class ◽  
The Social ◽  
Canadian Context ◽  
Classroom Communities ◽  
Authentic Community

Classroom communities in Saskatchewan are becoming increasingly diverse. Given that teachers may di er in race and class from many of the students whom they teach, the author asserts that teachers bene t from an exploration of the social construction of their identity. She tells stories of her experiences as a teacher on the school landscape in order to foreground her positioning and to interrogate well- meaning fumbles that she has made. Providing recent and relevant examples in a Canadian context, the author examines the consequences of social strati cation, such as de cit thinking by teachers and institutional racism in schools. She concludes that making the exploration of identity central in teacher education has the potential to promote authentic community in schools and classrooms.

Learning to fall forward

2018 ◽  
Vol 35 (5) ◽  
pp. 310-328 ◽  
Author(s):  
Kira J. Baker-Doyle ◽  
Michiko Hunt ◽  
Latricia C. Whitfield
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Social Activity ◽  
Social Contexts ◽  
School Level ◽  
Connected Learning ◽  
Content Type ◽  
Learning Framework ◽  
The Social ◽  
K 12

PurposeConnected learning is a framework of learning principles that centers on fostering educational equity through leveraging social technologies and networking practices to connect students with opportunities, people and resources in communities within and beyond their classroom walls (Itoet al., 2013). The framework has been adopted and developed in K-12 education by teachers in professional development networks and introduced to some teacher education programs through these networks. Practitioners of connected learning frequently refer to the need for “courage” to develop and introduce connected learning-based practices in their classrooms. The paper aims to discuss these issues.Design/methodology/approachIn this study, the authors investigate “courage” through a sociocultural lens in the case studies of six educators in a teacher education course on connected learning. The study examines the social contexts and activities that fostered acts of courage during their 14-week course.FindingsThe authors found that personal reflection on freedom and equity, two ethical concepts raised by the connected learning framework, seeded acts of courage. The acts of courage appeared as small acts that built upon themselves toward a larger goal that related to the participants’ ethical ideals. Three types of social activity contexts helped to nurture these acts: seeking models of possibility, mediated reinvention and “wobbling.”Research limitations/implicationsThis study helps to uncover some of the questions that connected learning scholars and practitioners have about why courage is so central, and how to cultivate courageous acts of pedagogical change.Practical implicationsThe theoretical framework used in this study, courage from a sociocultural perspective, may serve to help scholars and teacher educators to shape their research and program designs.Social implicationsThis study offers insights into patterns of networked teacher-led educational change and the social contexts that support school-level impacts of out-of-school professional networking.Originality/valueUsing a sociocultural conception of courage to investigate connected learning in teacher education, this study demonstrates how equity and freedom, central values in the connected learning framework, serve as key concepts driving teachers’ risk-taking, innovation and change.

Social Self and Identity

2019 ◽  
pp. 107-131
Author(s):  
Gopal Guru ◽  
Sundar Sarukkai
Keyword(s):  
Social Construction ◽  
Social Action ◽  
Social Self ◽  
The Social ◽  
The Everyday ◽  
Self And Identity ◽  
The Individual ◽  
Individual Self

In this chapter, it is argued that the idea of a social self is at the origin of much of the everyday understanding of the actions of the social, including that of identity within groups. We begin with the idea of social action and argue for the essential sociality of every individual. How is it, that individuals invoke concepts like ‘We’ to describe certain kinds of processes and experiences? Is the use of ‘We’ similar to the use of ‘I’ when describing experiences? Is the idea of the social to be discovered in the ways by which the we-consciousness arises and is sustained? In this sense, the ‘individual’ itself is a social construction. Experiences are unified through the notion of the individual self. Similarly, we can see how the idea of a social self is formed in talk about collective experiences and the formation of we-consciousness. We conclude this chapter with a discussion on the social self of caste.

Teaching and talking about religion: strategies for teacher educators

2019 ◽  
Vol 14 (2) ◽  
pp. 167-179
Author(s):  
Kimberly R. Logan ◽  
James M.M. Hartwick
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Teacher Educators ◽  
Legal Issues ◽  
Content Type ◽  
Religious Literacy ◽  
The Social ◽  
Social Studies Teacher ◽  
Social Studies Teacher Education ◽  
Teaching About Religion

Purpose The purpose of this paper is to outline arguments for addressing religion in social studies teacher education, including strategies teacher educators might use on how and why pre-service teachers should incorporate teaching about religion in their classes. Topics addressed are: issues surrounding pre-service teachers’ religious identities; teaching pre-service teachers about legal issues associated with religion in public school classrooms (e.g. teaching about religion vs teaching for religion, First Amendment rights and constraints); teacher education’s role in developing religious knowledge and the influence of religion in the disciplines that comprise the social studies; and an overview of strategies and resources that teacher educators can use with their pre-service teachers. Design/methodology/approach This paper provides a literature review and arguments for addressing religion in social studies teacher education. A lesson plan and resources for teacher educators are also provided. Findings Teaching and talking about religion can no longer be marginalized or ignored within social studies teacher education. Whether it be the importance of pre-service teachers’ religious identities, legal issues related to public schooling or the influence of religion across the social studies disciplines – religion matters to social studies teacher education. As the current social, political and cultural realities attest, the influence of religion appears to be more and more significant in our interconnected and interdependent world. Originality/value Religious literacy is a key part of civic competence and if social studies is viewed as a way to help prepare a more informed citizenry – and a way to teach and promote dialogue across difference – then social studies teacher educators must find a way to include religion in their courses. By doing so, teacher educators encourage pre-service teachers to examine how religious identity may influence their teaching, and also help develop religious literacy and an understanding of how religion is integral to the various social studies disciplines. Ultimately, this important and often ignored work in teacher education may foster cultural understandings that will lead to a more informed and respectful society.

scholarly journals Chapter 2: Constructivism, Inclusion, Democracy, and Education - A Deweyan Reflection on the Concept of the Cologne International Teacher Education Laboratory

2018 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Meike Kricke ◽  
Stefan Neubert
Keyword(s):  
Teacher Education ◽  
Social Life ◽  
Theoretical Perspective ◽  
First Century ◽  
Liquid Modernity ◽  
Democracy And Education ◽  
The University ◽  
Education And Society ◽  
Constructivist Approaches ◽  
International Teacher

Our essay draws on pragmatist and constructivist approaches in education and connects them with a case study in teacher education, namely the International Teacher Education Laboratory (ITEL) that has been developed and undertaken in the years 2013-2015 at the University of Cologne. We proceed in the wake of the Deweyan tradition of democracy and education and aim to reconstruct this frame for our time by connecting it with components of Zygmunt Bauman’s sociological diagnoses and descriptions of liquid modernity as the condition of social life today. Our discussion contains four elements. First, constructivism will help us to address the relations and perspectives of observers, participants, and agents in culture under conditions of liquid modernity. Second, we will use inclusion as a theoretical perspective to understand claims and challenges of emancipation, democratic beliefs and attitudes, as well as educational growth for all in twenty-first century education and society. Third, democracy in the Deweyan sense will be used as a lense of reflecting necessary conditions of inclusion, namely diversity, participation, and transparency. Fourth, education will be the perspective to embrace the different arguments of our essay and sum up what the other three parts have yielded.

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