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001 BRILL9789087904869
003 nllekb
005 20260610104803.0
007 cr un uuuua
008 191130s2008 ne sb 001 0 eng d
020 _a9789087904869
_q(electronic book)
020 _z9789087904852
_q(print)
024 7 _a10.1163/9789087904869
_2DOI
035 _a(OCoLC)666960488
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB14.7
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a370.1
_223
100 1 _aGriffith, Bryant,
_eauthor.
245 1 0 _aCultural Narration /
_cBryant Griffith.
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2008.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material -- First Thoughts -- Discourse Diversions -- Threading the Needle -- Weaving Our Voices -- Stitching the Layers of Our Cultural Discourse -- Education is a Dance of Complexity and Struggle -- References -- Name Index.
520 _aEducation is a dance of complexity and struggle. Unfortunately, our educational system is tied to the observable and the verifiable, not the randomness of human beings and their diverse forms of expression. The reality of the contemporary classroom is a context of multifaceted diversity, with each classroom reflecting unique combinations of ideology, culture, and language, played out in numerous forms and permutations of multi-textual discourses. The influence of each contextual space is only limited by one’s ability to understand its complexity and to acknowledge it. Teachers and learners are roommates of sorts, connected by the web of discourse and praxis, woven inside the global community. We live in a world where common understanding is desperately sought, yet one where language is often not tied to common understanding. Exploring the need for shared community within this context, Griffith provides a path in which the diverse ways of knowing can interlace to form pedagogical moments in which teachers and learners can deconstruct and construct alternatives. Cultural narration is based on a series of social relationships, which can be compared to reading the world as a series of texts. As readers become a part of the reconstruction process, the educational system can be visualized as a series of cautionary tales about possibilities, about ways to live and build community in this modern/postmodern world. The author focuses on the nature of discourse and the importance of engaging in dialogue about what it means to be other-conscious, what it means to address questions about who we are and how we came to be who we are. This path is continuously “under construction;” it is always in the process of becoming what is appearing on the horizon. As teachers learn to commit themselves to the gaps revealed by the narratives of their students, classrooms become discourse communities and contact zones, co-constructing contextual discourses which acknowledge ritual and gesture manifested in various forms of text.
588 _aDescription based on print version record.
650 0 _aEducation
_xPhilosophy.
650 0 _aDiscourse analysis, Narrative.
650 0 _aLanguage and culture.
776 0 8 _iPrint version:
_tCultural Narration,
_dLeiden Boston : Brill | Sense, 2008
_w9789087904852
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789087904869
999 _c13226
_d13226