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001 BRILL9789087907983
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008 190403s2009 gw sb 001 0 eng d
020 _a9789087907983
_q(electronic book)
020 _z9789087907976
_q(print)
024 7 _a10.1163/9789087907983
_2DOI
035 _a(OCoLC)432664798
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB1025.3
072 7 _aEDU
_x000000
_2bisacsh
072 7 _aJN
_2bicssc
082 0 4 _a371.102
_223
100 1 _aGriffith, Bryant,
_eauthor.
245 1 0 _aIn the Borderlands of Teaching and Learning /
_cBryant Griffith.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2009.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _aPreliminary Material -- An Orchestration in Multiple Keys -- Hybrid Distinctions -- Epistemological Links -- Reflexive Practice -- Teachers as Public Intellectuals -- References -- Name Index -- Subject Index.
506 _aAvailable to subscribing member institutions only.
520 _aThe craft of teaching and learning is like playing in a symphony orchestra; every instrument has a voice and every voice is integral to the whole. The arts, history, anthropology, and philosophy and their forged discourses offer us a series of cautionary tales about the multiplicity of ways we can see and understand our world, ways we often ignore in the classroom. In the case of epistemology, and pedagogy in particular, we have hinged our understanding on a binary of opposites engaged in a dialectic dance and a type of discourse constructed to describe and explain it. The art and act of teaching in this as-if world necessitates teachers to be public intellectuals; intellectual symbols who represent something more than just subject-knowledge expertise but serve as conduits between the discourses of our world. Established genres and discourses are exclusionary. The vast migration of people and ideas is producing a new set of presuppositions. The manner in which we decode other discourses and fuse them into meanings, both personal and shared, is the root of both teaching and learning, giving us a window into the way that each form of thought is connected, both historically and experientially. Look around you, your school is becoming the United Nations, but it’s not so united. Don’t aim for truth, aim for understanding. Today’s students construct and deconstruct in a multitude of ways on an as-needed, just-in-time basis. Since ideas of difference are often nudged but unacknowledged, we are in danger of becoming pedagogical dinosaurs, not heeding change until it is too late. Teaching and learning are construction zones, so get out your hard hat. These constructions are possibilities that need to be discussed and negotiated, allowing us to sidestep the traps of grand narratives and a hierarchy of discplinarity and research methodology. Our possibilities need to be forged on an anvil of diversity. These are the spaces, the interstices, where our voices become innovative and our silence offers a safe harbor. Spaces to listen, collaborate, and craft cautionary tales about our lives and the possibilities for a shared future.
650 0 _aTeaching.
650 0 _aLearning.
650 0 _aDiscourse analysis, Narrative.
776 0 8 _iPrint version:
_tIn the Borderlands of Teaching and Learning
_dLeiden, Boston : Brill | Sense, 2009,
_z9789087907976
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789087907983
999 _c23174
_d23174