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Liberating from literalness : making space for meaningful forms of abstraction

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conference contribution
posted on 2004-01-01, 00:00 authored by L Fitzclarence, Scott Webster
There is a need for some alternative approaches to the way that undergraduate teacher education programs have traditionally been delivered. Our warrant for this assertion is derived, in the first instance, from the work of Aronowitz and Giroux who have argued that there are many different signs of a crisis of cognition within all levels of education. Twenty years later the conditions that they described seem even more entrenched. This paper argues for a fresh inquiry into the deeper logics of learning and teaching, by drawing primarily on the work of James, Dewey, Kierkegaard, Britzman and Mackay. There is also a brief inclusion of anecdotes from some initial applications of these theories into our own practice.

History

Event

Australian Teacher Education Association. Conference (32nd : 2004 : Bathurst, N.S.W.)

Pagination

425 - 433

Publisher

Australian Teacher Education Association

Location

Bathurst, NSW

Place of publication

[Melbourne, Vic.]

Start date

2004-07-07

End date

2004-07-10

ISBN-13

9780975232415

ISBN-10

097523241X

Language

eng

Notes

This paper is located on the 435th page in the attached link.Every reasonable effort has been made to ensure that permission has been obtained for items included in Deakin Research Online. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au

Publication classification

E1.1 Full written paper - refereed

Copyright notice

2004, Australian Teacher Education Association

Editor/Contributor(s)

S McLeod

Title of proceedings

ATEA 2004 : Making spaces : regenerating the profession : proceedings of the 2004 ATEA conference 2004

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