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Title: Dialogue for Student and Teacher Development

Dialogue for Student and Teacher Development

My Persian <i>Currere</i>

by Saeed Nazari (Author)
©2021 Textbook XX, 176 Pages
Education
Series: Complicated Conversation, Volume 56

Summary

In banking education where the focus of curriculum is producing legitimate knowledge to maintain the sociocultural arrangements, the subjectivity of students and teachers is simply taken for granted. Once credentialized, students can find the source of unease within as public education—centered on conformity and competition—has overlooked their individuality. To contribute to their self-understanding and self-love, self-education starts from reconstructing student and teacher educational experiences. Once students and teachers reflect on their educational experience using autobiographical writing, they can reconstruct their understanding of their self and their education. Using emancipatory and transformative writing to liberate self through autobiographical method of Currere, this book takes a psychoanalytical and hermeneutic journey into student and teacher inner world. Once false self gets shattered following the synthetic phase of the method, students and teachers can reconnect to their true self disguised by non-ego—curriculum. As the source of aesthetic creation and inspiration, true self will connect students and teachers to their deeper layers of self-understanding and self-value using which they can recreate their lifeworlds and reconstruct their social and political spheres. Using hermeneutic dialogue following their rebirth, students and teachers will transfer their transformative and liberating understanding of lifeworld to their circumstances to reconstruct education.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Contents
  • Foreword
  • Preface
  • Acknowledgments
  • Introduction
  • The Point of Entry: Autobiography and Self-Education
  • My First Comprehensive Exam Experience: A Narrative
  • Lost in School Curriculum
  • Falaka in Primary School
  • Revolution and Imposed War
  • In Quest for Quality Education: Dialogue to the Rescue
  • Overview of the Chapters
  • Chapter 1. Currere and My Educational Experience
  • Introduction
  • An Excerpt from My Educational Experience
  • Autobiography as a Cross-Contextual Journey
  • Voice
  • Place
  • The Curriculum Reconceptualization Movement
  • The Movement and Tylerian Proceduralism Standardization
  • The Autobiographical Method of Currere
  • The Significance of Subjectivity in Curriculum Studies
  • Subjectivity and Evaporation of False Ego (Superficial Self)
  • Free Association and Currere
  • Bracketing
  • Temporality of Currere
  • Concluding Notes
  • Chapter 2. Autobiography and Teacher Development
  • Introduction
  • Problematizing Education
  • Autobiography in Teacher Education
  • Teachers’ Biographical and Autobiographical Research
  • Attunement and Self-Understanding
  • Temporality of Autobiography
  • Concluding Notes
  • Chapter 3. Dialogue and Teacher Professional Development
  • Introduction
  • Background
  • Dialogue in Teacher Professional Development
  • Dialogue in Critical Pedagogy
  • Dialogue as Reflective Practice
  • Hermeneutic Reflexivity and Dialogue
  • Dialogue for Preparation of Teachers
  • Dialogue and Plurality in Teacher Development
  • Dialogue and Individuation
  • Dialogue on Faith for Teacher Professional Development: A Narrative
  • Writing Our Interfaith Dialogue into TESOL
  • Concluding Notes
  • Chapter 4. Gadamerian Dialogue
  • Introduction
  • Gadamerian Hermeneutics and Questions
  • Hermeneutic Understanding and Subjectivity
  • Gadamerian Hermeneutics and Teaching
  • Dialectic Nature of Knowledge
  • The Art of Conversation
  • Gadamerian Hermeneutics and Language
  • Concluding Notes
  • Chapter 5. Gadamerian Dialogue and Student Voice
  • Introduction
  • Background
  • Language and Open-Mindedness
  • Teacher Intervention
  • Becoming Attentive
  • Interpreting Students’ World Meaning
  • Concluding Notes
  • References
  • Chapter 6. Conclusion
  • Summary
  • Return to Research Questions
  • Research Achievements and Contributions
  • Limitations of the Study
  • Further Research
  • Index
  • Series index

cover

Library of Congress Cataloging-in-Publication Data

Names: Nazari, Saeed, author.
Title: Dialogue for student and teacher development: my Persian currere /
Saeed Nazari.
Description: New York: Peter Lang, 2021.
Series: Complicated conversation: a book series of
curriculum studies; vol. 56 | ISSN 1534-2816
Includes bibliographical references and index.
Identifiers: LCCN 2020028289 (print) | LCCN 2020028290 (ebook)
ISBN 978-1-4331-8250-1 (paperback) | ISBN 978-1-4331-8285-3 (ebook pdf)
ISBN 978-1-4331-8286-0 (epub) | ISBN 978-1-4331-8287-7 (mobi)
Subjects: LCSH: Education—Biographical methods. | Teacher-student
relationships. | Reflective teaching.
Classification: LCC LB1029.B55 N39 2020 (print) | LCC LB1029.B55 (ebook) |
DDC 370.72—dc23
LC record available at https://lccn.loc.gov/2020028289
LC ebook record available at https://lccn.loc.gov/2020028290
DOI 10.3726/b17370

 

 

 

Bibliographic information published by Die Deutsche Nationalbibliothek.
Die Deutsche Nationalbibliothek lists this publication in the “Deutsche
Nationalbibliografie”; detailed bibliographic data are available
on the Internet at http://dnb.d-nb.de/.

 

 

 

 

 

 

 

 

 

 

 

 

 

© 2021 Peter Lang Publishing, Inc., New York

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All rights reserved.

Reprint or reproduction, even partially, in all forms such as microfilm,

xerography, microfiche, microcard, and offset strictly prohibited.

About the author

Saeed Nazari received his doctoral degree from the University of British Columbia in curriculum studies on student and teacher development using dialogue. Upon graduation, Dr. Nazari opened a language school to coach students and teachers for self-development. His book chapters have appeared in CANADIAN CURRICULUM STUDIES AND SPIRITUALITY AND ENGLISH LANGUAGE TEACHING.

About the book

In banking education where the focus of curriculum is producing legitimate knowledge to maintain the sociocultural arrangements, the subjectivity of students and teachers is simply taken for granted. Once credentialized, students can find the source of unease within as public education—centered on conformity and competition—has overlooked their individuality. To contribute to their self-understanding and self-love, self-education starts from reconstructing student and teacher educational experiences. Once students and teachers reflect on their educational experience using autobiographical writing, they can reconstruct their understanding of their self and their education. Using emancipatory and transformative writing to liberate self through autobiographical method of Currere, this book takes a psychoanalytical and hermeneutic journey into student and teacher inner world. Once false self gets shattered following the synthetic phase of the method, students and teachers can reconnect to their true self disguised by non-ego—curriculum. As the source of aesthetic creation and inspiration, true self will connect students and teachers to their deeper layers of self-understanding and selfvalue using which they can recreate their lifeworlds and reconstruct their social and political spheres. Using hermeneutic dialogue following their rebirth, students and teachers will transfer their transformative and liberating understanding of lifeworld to their circumstances to reconstruct education.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

Details

Pages
XX, 176
Publication Year
2021
ISBN (PDF)
9781433182853
ISBN (ePUB)
9781433182860
ISBN (MOBI)
9781433182877
ISBN (Softcover)
9781433182501
DOI
10.3726/b17370
Language
English
Publication date
2021 (March)
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2021. XX, 176 pp.
Product Safety
Peter Lang Group AG

Biographical notes

Saeed Nazari (Author)

Saeed Nazari received his doctoral degree from the University of British Columbia in curriculum studies on student and teacher development using dialogue. Upon graduation, Dr. Nazari opened a language school to coach students and teachers for self-development. His book chapters have appeared in Canadian Curriculum Studies and Spirituality and English Language Teaching.

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Title: Dialogue for Student and Teacher Development