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007 cr un uuuua
008 191130s2014 ne sb 001 0 eng d
020 _a9789462097285
_q(electronic book)
020 _z9789462097278
_q(print)
024 7 _a10.1007/978-94-6209-728-5
_2DOI
035 _a(OCoLC)890709133
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB885.P56
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a370.1
_223
100 1 _aIII, Edward Podsiadlik,
_eauthor.
245 1 0 _aAnecdotes and Afterthoughts: Literature as a Teacher's Curriculum /
_cEdward Podsiadlik III.
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2014.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aBold Visions in Educational Research ;
_v42
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material -- Prologue -- Character As Doppelganger -- Character As Conscience -- Character As Nemesis -- Discourse One -- Dialogue as Meaning-Making -- Dialogue As Irony -- Dialogue As A Veil -- Discourse Two -- Journey As Metaphor -- Night As Metaphor -- Double-Consciousness As Metaphor -- Discourse Three -- Epilogue -- References.
520 _aThis qualitative journey explores how literature informs and challenges my understanding of teaching and learning. Insights, questions, and conflicts are revealed through a series of essays in which my evolving teacher identity is illuminated through literature and imagination. Hopefully reading this portrayal of literature, which has been a source of educational insight and imagination for me, will be of use to other educators as they reflect on their own teaching. The primary works of literature used to facilitate this journey are: The Red Badge of Courage (1895), Les Miserables (1862), and American Idiot (2004); Light in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, Night (1960), and The Souls of Black Folk (1903). By delving beneath my exterior ‘teacher mask,’ a collage of images, anecdotes, reflections, aspirations, and fears is exposed. As a resource for pre-service teachers or a reflective exercise for veteran teachers, this study aims to benefit educators by providing a new pathway through which to better understand their intrinsic identities as teachers. Each chapter concludes with “Recommendations for Reflection” that readers are encouraged to consider individually and/or collectively. The spirit of daydreams allows me to integrate literature, autobiography, and imagination through inventive and inspired discourses with literary figures, using authentic quotations as content for original commentaries that further examine the intrinsic nature of teacher identity. My hope is that this journey will inspire other educators to further reflect on realities and possibilities of what it means to be a teacher.
588 _aDescription based on print version record.
650 0 _aEducation
_xPhilosophy.
650 0 _aCurriculum planning.
650 0 _aLiterature
_xStudy and teaching.
776 0 8 _iPrint version:
_tAnecdotes and Afterthoughts: Literature as a Teacher's Curriculum,
_dLeiden Boston : Brill | Sense, 2014
_w9789462097278
830 0 _aBold Visions in Educational Research ;
_v42.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6209-728-5
999 _c46534
_d46534