On mutant pedagogies : seeking justice and drawing change in teacher education /
Jones, Stephanie, 1971-
On mutant pedagogies : seeking justice and drawing change in teacher education / Stephanie Jones (University of Georgia, USA) and James F. Woglom (Humboldt State University, USA). - 1 online resource (232 pages) - Doing Arts Thinking: Arts Practice, Research and Education ; volumme 3 . - Doing arts thinking ; v. 3. .
Includes bibliographical references.
Let's get weird!: a plea for mutant pedagogy and research in teacher education -- Girlhood deconstructed: becoming a teacher educator for justice -- Teacher education: a collaborative aesthetic project for justice -- Overcoming nomos -- More on nomos: the problem of constricting normativity in thought and composition -- Teaching bodies in place -- Behind the body-filled scenes: methodologies at work on the body in graphica -- A fissure in the striation of institutionally acceptable textual composition -- Dangerous life in flux: the push and pull of sameness and difference -- Playground futurities and micro-utopias: enacting freedom through reggio, a neighborhood, and relational aesthetics -- Teaching justice and drawing change in teacher education: still becoming.
This book on pedagogy, research, and philosophy in teacher education expands the imagination of justice-oriented education and arts-based scholarship. Based on a multi-year study of Jones? use of feminist pedagogies, the book seamlessly moves between classroom practice, theory, and philosophy in a way that will offer something for everyone: those who are looking for new ways of doing teacher education, those who hope to better understand philosophy, and those who seek new ways of doing inquiry and scholarship. 0Demonstrating through pedagogy, method, and form that we?have more power than we think? and don?t have to repeat what has been handed down to us, the creators critique the restrictions of traditional teacher education and academic discourse.
9789463007443 (electronic bk.) 946300744X (electronic bk.) 9789463007429 9463007423
10.1007/978-94-6300-744-3 doi
991600 MIL
Teachers--Training of--United States.
Educational change--United States.
Enseignants--Formation--États-Unis.
Enseignement--Réforme--États-Unis.
EDUCATION--Essays.
EDUCATION--Organizations & Institutions.
EDUCATION--Reference.
Educational change.
Teachers--Training of.
United States.
Electronic books.
LB1715 / .J65 2016
370
On mutant pedagogies : seeking justice and drawing change in teacher education / Stephanie Jones (University of Georgia, USA) and James F. Woglom (Humboldt State University, USA). - 1 online resource (232 pages) - Doing Arts Thinking: Arts Practice, Research and Education ; volumme 3 . - Doing arts thinking ; v. 3. .
Includes bibliographical references.
Let's get weird!: a plea for mutant pedagogy and research in teacher education -- Girlhood deconstructed: becoming a teacher educator for justice -- Teacher education: a collaborative aesthetic project for justice -- Overcoming nomos -- More on nomos: the problem of constricting normativity in thought and composition -- Teaching bodies in place -- Behind the body-filled scenes: methodologies at work on the body in graphica -- A fissure in the striation of institutionally acceptable textual composition -- Dangerous life in flux: the push and pull of sameness and difference -- Playground futurities and micro-utopias: enacting freedom through reggio, a neighborhood, and relational aesthetics -- Teaching justice and drawing change in teacher education: still becoming.
This book on pedagogy, research, and philosophy in teacher education expands the imagination of justice-oriented education and arts-based scholarship. Based on a multi-year study of Jones? use of feminist pedagogies, the book seamlessly moves between classroom practice, theory, and philosophy in a way that will offer something for everyone: those who are looking for new ways of doing teacher education, those who hope to better understand philosophy, and those who seek new ways of doing inquiry and scholarship. 0Demonstrating through pedagogy, method, and form that we?have more power than we think? and don?t have to repeat what has been handed down to us, the creators critique the restrictions of traditional teacher education and academic discourse.
9789463007443 (electronic bk.) 946300744X (electronic bk.) 9789463007429 9463007423
10.1007/978-94-6300-744-3 doi
991600 MIL
Teachers--Training of--United States.
Educational change--United States.
Enseignants--Formation--États-Unis.
Enseignement--Réforme--États-Unis.
EDUCATION--Essays.
EDUCATION--Organizations & Institutions.
EDUCATION--Reference.
Educational change.
Teachers--Training of.
United States.
Electronic books.
LB1715 / .J65 2016
370