Search results for: Strom Kathryn
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Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice
As two teachers/researchers committed to the values of social justice in the classroom, the authors are deeply disturbed by the explicit and implicit ways that their education system, operating through neoliberalism, reproduces the inequalities of larger society. To problematize and deterritorialize dominant neoliberal notions of schooling, education, teaching, and learning in their classrooms, they embarked on a co/autoethnographic self-study of their teaching practice. Findings, or becomings, indicate that the concepts of the rhizome can be practically put to work in the classroom to raise consciousness and inform thinking about resisting the neoliberal status quo.
Updated: Nov. 09, 2016
This case study aimed to examine the construction of teaching practices of a first-year science teacher in an urban school setting to illustrate the non-linear nature of teaching activity. The author contends that by examining the conflux of elements present in the settings where new teachers teach and the ways those elements work together to shape practice, teacher education researchers will help advance the field’s understanding of teacher learning as continually transforming in relation to the teacher’s own experiences, her students, the classroom and school context, and the broader state and federal policies that bear down on her teaching. The author concludes that non-linear conceptual and methodological frameworks turn the attention to the processes through which outcomes are produced.
Updated: Feb. 08, 2016
This article describes an urban teacher residency program. The program is the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. The authors detail the ways in which they conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space.
Updated: Dec. 17, 2013