Objective: The purpose of this paper is to share the results of research into the experience of teacher risk-taking in the classroom. The development of children as risk-takers is featured prominently in curriculum documents and reports calling for the competencies of 21 st century learning. Teachers are expected to become 21 st century learners who model risk-taking. The repeated calls for the development of risk-taking students through the modeling of risk-taking teachers makes the experience of risk an important pedagogical question. However, 21 st century learning documents do not take up substantively the meaning of teacher risk-taking.Research Design: Phenomenological research is concerned with the unique and the individual and in that regard each teacher-participant represents particular perceptions of risk-taking experiences and responses to risk in the classroom. The six (6) teacher-participants responded to a call distributed widely to teaching staff in a Canadian school district. The inquiry relied on phenomenological interviews and experiential life world material. In this paper three phenomenological themes are described: risk and readiness; risk and the in-between spaces of pedagogy, and risk as exploration and finding a way. This research allows us to understand teachers' lived experience rather than assume the meaning of the terms risk and risk-taking.
This paper examines ways of seeing the world differently through the eyes of an a/r/tographer (artist, researcher, teacher). It addresses how I see the world phenomenologically, pedagogically, poetically, and artistically (as a photographer), and how my seeing the world through these varied-yet-connected lenses influences my way of being in the world. The structure of the paper echoes this way of seeing through the various lenses of research, reflection, poetry, and photography.Keywords: A/r/tography; Phenomenology; Poetry; Pedagogy; Art; Wonder. Résumé : Cet article analyse les diverses façons de percevoir le monde selon le point de vue d’un a/r/tographe (artiste, chercheur, enseignant). J’y propose ma vision phénoménologique, pédagogique, poétique et artistique du monde (en tant que photographe) et explique comment cette perception du monde à travers ce prisme varié mais interconnecté, influence ma façon d’être au sein de cet environnement. La structure même de l’article s’inspire de cette perception des choses à travers le prisme de la recherche, de la réflexion, de la poésie et de la photographie.Mots-clés : a/r/tographie, phénoménologies, poésie, pédagogie, art, émerveillement.
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