1 - 8 of 8 Chapters
[Is this happening now or was it a long time ago? I have difficulty with that question, you see. I do not find it a simple question. I find that the past lies in wait, just ahead, around every corner.]
[I never wanted to be a school teacher. In fact, as a teenager and through my twenties, teaching was high on my list of things not to do. I was vehement about this. The mere mention of the words ‘school’ and ‘teachers’ tended to enrage and upset me; this, despite the fact that some of the finest...
[For migrancy and exile … involves a ‘discontinuous state of being’, a form of picking a quarrel with where you come from. It has thereby been transformed ‘into a potent, even enriching, motif of modern culture’. … Borders and barriers which enclose us within [the] safety of familiar territory...
[I watch him. He has a mischievous grin on his face. He means to do something, something not all together right. He is in the library. He is supposed to be working on a project. He doesn’t want to be at a table, or at a cubicle, or in a chair. He needs a book. Yes, that’s it. A book. Getting a...
[Teaching against the grain is challenging and sometimes discouraging work, and it is often difficult for experienced teachers to keep on and keep heart, and even more difficult for student teachers – often young and always inexperienced in the politics of schooling – to join the struggle.]
[Preservice students do not enter teacher education unsocialised; they have experienced a set of formative influences in school and society, which implicitly or explicitly shape their understandings of their future work.]
[For many students, the education experience is disempowering rather than empowering. Both the curriculum of schooling and the pedagogical approach taken by teachers is clearly implicated in processes of educational disablement. In this sense, curriculum and teaching style is central to the...
[To ‘see modestly’ means to recognize that no-one sees the whole picture, or has the only truth. Where one stands determines what one sees, and we are all limited by the perspectives of our culture, class, age and gender.]
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