This chapter explores questions of identity and subjectivity raised through Biesta’s recent conceptual framing of the educational task (pedagogiske). In this chapter we focus on the ‘becomings’ (Britzman, 2003, p.70) of pedagogical artistry in Australian graduate teacher education by developing an argument that criss-crosses the issues of identity and subjectivity in graduate teacher education. The question ‘how I am?’ raised by Biesta is central to the hermeneutics of the educational ‘task’. As noted by curriculum scholar Slattery, hermeneutics, at its most basic level, is ‘an approach to understanding the meaning of texts, laws, language, historical artifacts, and pedagogy’ (Slattery, 2006, p.115).
History
Chapter number
11
Pagination
107-114
ISBN-13
978-1-138-50051-8
Language
English
Publication classification
B1 Book chapter
Copyright notice
2018, Julianne Moss and Anne-Marie Morrissey
Extent
15
Editor/Contributor(s)
Naughton N, Biesta G, Cole DR
Publisher
Routledge
Place of publication
Abingdon, Eng.
Title of book
Art, artists and pedagogy: philosophy and the arts in education