Interruptions: Cultivating Truth-Telling as Resistance with Pre-service Teachers

Furman, Cara

doi:10.1007/s11217-019-09681-0

Cited by 6 publications

(3 citation statements)

References 26 publications

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“…Además de experimentar la resistencia externa, la propia educación también puede ofrecer resistencia. De hecho, Cara Furman afirma que la resistencia debería y, de hecho, tendría que figurar en la descripción de la tarea del educador (Furman, 2020). Habla acerca de ejemplos donde ante momentos de injusticia un profesor habla explícitamente o se mantiene callado en el momento, pero ofrece resistencia de manera encubierta.…”

Section: ¿Qué Podría Significar Un Enfoque Clínico Para La Formación ...unclassified

“…No es una libertad de la voluntad o el intelecto, sino una libertad de elección, «la libertad de hacer que algo que antes no existía, exista… ni siquiera como un objeto de cognición o imaginación y que, por lo tanto… no podía conocerse» (Arendt, 1977, p. 150). Al igual que Cara Furman sostiene que el educador que resiste lo hace por deber (Furman, 2020), para Hannah Arendt la libertad es un acontecimiento, presente cuando las personas actúan guiadas por principios como «el honor o la gloria, el amor por la igualdad… o la distinción o la excelencia… o la desconfianza o el odio», lo que se origina fuera de sí mismas (Arendt, 1977, p. 151). Es una suerte de confianza, que combinada con un compromiso con la competencia profesional puede convertirse en capacidad (Nussbaum, 2011).…”

Section: ¿Qué Podría Significar Un Enfoque Clínico Para La Formación ...unclassified

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The Educator, Interrupted

O'Brien

2023

Teor. educ.

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Emerging from the suggestion that initial teacher education in Ireland shift to a version of the clinical school model, I ask how can we think about the in-school experience of student teachers in terms of those capabilities which promote subjectivity? In this paper I share a philosophical perspective on the educational value of the in-school experience during initial teacher education. I suggest that the university’s presence in school ought to be carefully considered. A closer relationship has implications for the breadth and possibility of the in-school experience of student teachers, and as such the development of the educator’s sense of their own significance and the significance of others. I do so by engaging with the philosophy of Hannah Arendt on plurality and beginnings, and Gert Biesta on subjectification and ‘subject-ness’, to consider the significance of the nature of existence in the world to the development of the individual as a subject of freedom and responsibility. Interruption is proposed as an educational capability, which contributes in a meaningful way to life as an educator in the world of the school and requires open authentic real-world experience to flourish. We can be interrupted from outside, interrupt another person or a moment, or interrupt ourselves from within. It calls for a slowing down, for listening and attention. Interruption recurs. Furthermore, the educator may be the one who interrupts, who resists. The educator capable of Interruption values pause and consideration, foregrounding thoughtful resistance, and taking their place as a subject in the world.

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Section: ¿Qué Podría Significar Un Enfoque Clínico Para La Formación ...unclassified

The Educator, Interrupted

O'Brien

2023

Teor. educ.

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“…Many professional learning designs have seized on the possibilities for teacher learning to open up their deeply personal work to each other by co-planning and co-teaching together. Collective models of learning are often designed in recognition that teaching is both a personal and moral endeavor (Buchmann, 1986; Furman, 2019), and that a teacher’s craft is complex, improvisational, and imbued with what they value and the commitments they hold (Lampert, 2001). Horn and Little (2010) in their investigation of teacher work groups in two urban high schools, for instance, portray the way teachers collaborate around dilemmas and problems of practice in ways where “the problem teller was positioned with substantial agency in defining and elaborating on the problem and in working out possible responses” (p. 192).…”

Section: Performing Not For Others But With Others: Breaking the Four...mentioning

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The Fourth Wall of Professional Learning and Cultures of Collaboration

Ghousseini

Kavanagh

Dutro

et al. 2021

Educational Researcher

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Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. We use this metaphor to interrogate the function of the fourth wall in professional learning and argue that it reflects a culture of professional learning that, despite innovations that tout teacher collaboration, upholds isolation in teaching and teacher learning and deep embedded norms of noninterference in one another’s practice. We also attend to the possibilities for supporting teacher learning that breaching the fourth wall affords when shared enactments of practice are used as a context for teachers’ sensemaking and collaboration.

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Interruptions as collaborative grappling with time

Furman

Larsen

2021

Journal of Curriculum and Pedagogy

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Interruptions: Cultivating Truth-Telling as Resistance with Pre-service Teachers

Cited by 6 publications

References 26 publications

The Educator, Interrupted

The Educator, Interrupted

The Fourth Wall of Professional Learning and Cultures of Collaboration

Interruptions as collaborative grappling with time

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