Mapping the Terrains of Student Voice Pedagogies : An Autoethnography
Language: English
Published by Peter Lang, 2020
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Druck auf Anfrage Neuware - Printed after ordering - Mapping the Terrains of Student Voice Pedagogies is an autoethnography of McDermott's experiences with student voice reforms. Ultimately, the author is concerned with better understanding the possibilities for student voice as a transformative teaching and learning practice within the context of neoliberal education. The discussion is anchored in two past student voice projects in which McDermott was involved, one as a researcher and one as a facilitator. As method, the author revisits these experiences through memory and various artifacts to unpack embodied voices of difference. More specifically, McDermott is concerned with how teachers take up student voice in their pedagogies, how teachers come to understand themselves and their students in terms of student voice, and how social differences contour student voice pedagogies. The author queries: How do experiences with student voice inform teacher student relationships And, how are student voice practices shaped, organized, and inscribed through social difference Grounding this inquiry is post-structural feminist anti-racism as an interwoven discursive orientation and politics for troubling and transforming schooling and education. Analyses address how McDermott's presence as an individual and as a member of socio-historical groups in the student voice initiatives affected the projects' dynamics. The findings amplify the necessity of time and space for educators to critically reflect on their practices when implementing reforms, time and space that were provided by engaging autoethnography. The book contributes important strategic processes towards realizing the necessary goals of critical reflexive practices in teaching and learning, addressing the question of 'how' one might do critical reflection through autoethnography.…
Seller Inventory # 9781433178894
- Title
- Mapping the Terrains of Student Voice Pedagogies : An Autoethnography
- Author
- Mairi McDermott
- Publisher
- Peter Lang
- Publication year
- 2020
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 1433178893
- ISBN 13
- 9781433178894
- Item weight
- 311 grams
- Dimensions
- 225x150x12 mm
Mapping the Terrains of Student Voice Pedagogies is an autoethnography of McDermott’s experiences with student voice reforms. Ultimately, the author is concerned with better understanding the possibilities for student voice as a transformative teaching and learning practice within the context of neoliberal education. The discussion is anchored in two past student voice projects in which McDermott was involved, one as a researcher and one as a facilitator. As method, the author revisits these experiences through memory and various artifacts to unpack embodied voices of difference. More specifically, McDermott is concerned with how teachers take up student voice in their pedagogies, how teachers come to understand themselves and their students in terms of student voice, and how social differences contour student voice pedagogies. The author queries: How do experiences with student voice inform teacher <-- --> student relationships? And, how are student voice practices shaped, organized, and inscribed through social difference? Grounding this inquiry is post-structural feminist anti-racism as an interwoven discursive orientation and politics for troubling and transforming schooling and education. Analyses address how McDermott’s presence as an individual and as a member of socio-historical groups in the student voice initiatives affected the projects’ dynamics. The findings amplify the necessity of time and space for educators to critically reflect on their practices when implementing reforms, time and space that were provided by engaging autoethnography. The book contributes important strategic processes towards realizing the necessary goals of critical reflexive practices in teaching and learning, addressing the question of ‘how’ one might do critical reflection through autoethnography.
"Synopsis" may belong to another edition of this title.
About the Author
Mairi McDermott, PhD, is an assistant professor and Chair of Curriculum and Learning in the Werklund School of Education, University of Calgary. Most recently she co-edited two volumes: Affect, Embodiment and Place in Critical Literacy: Assembling Theory and Practice and Centering African Proverbs, Indigenous Folktales, and Cultural Stories in Curriculum: Units and Lesson Plans for Inclusive Education.
"About the title" may belong to another edition of this title.
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