Teaching and the dialectic of recognition

Huttunen, Rauno; Heikkinen, Hannu L. T.

doi:10.1080/14681360400200194

Cited by 29 publications

(33 citation statements)

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“…Students perceive work as a source of pleasure and can even be a flowing experience. Recognition between teachers and students builds a strong sense of solidarity, which makes them important and respected members of the community (Huttunen & Heikkinen, 2006). d) Barriers and Challenges Three barriers have been identified during the teacher's teaching.…”

Section: ) Teacher's Experiences A) Teachers' Understanding Of Charamentioning

confidence: 99%

“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

Muhtar¹,

Nurwanti²,

Dalimunthe³

2019

Jurn. Pend. Islam

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This article explores teacher's experiences and students' perceptions of character and values education at the university level. This is a case study of how teacher integrates character education in EFL Reading Comprehension subject at Islamic higher education context. The data from ten students and a teacher are collected through an online interview and questionnaires. The result showed the characters implied in EFL Reading Comprehension Subject are eleven characters include learning method, critical thinking, independence, creativity, courage/self-confidence, communicativeness, responsibility, honesty, religiousness, cooperation, tolerance. Those characters are positively responded by the students in their learning process in the classroom. Besides, the teacher also integrated those values in the teaching and learning process to instill students' character education.

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Section: ) Teacher's Experiences A) Teachers' Understanding Of Charamentioning

confidence: 99%

“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

Muhtar¹,

Nurwanti²,

Dalimunthe³

2019

Jurn. Pend. Islam

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“…En consonancia con este campo semántico general de comprensión de la noción de reconocimiento, los autores finlandeses Rauno Huttunen y Hannu L. T. Heikkinen (11), por ejemplo, destacan la importancia de la construcción y existencia de un "círculo positivo de reconocimiento". Este dar y recibir reconocimiento es conceptualizado por los autores como "dialéctica del reconocimiento" y trasunta en un mecanismo social central y fundamental para hablar de interculturalidad, puesto que constituye un encuentro y una interacción cultural que se va tejiendo como un proceso recíproco, de carácter igualitario, de sus protagonistas con sus respectivos mundos culturales.…”

Section: Palavras-chave: Reconhecimento Interculturalidade Tolerâncunclassified

“…Este dar y recibir reconocimiento es conceptualizado por los autores como "dialéctica del reconocimiento" y trasunta en un mecanismo social central y fundamental para hablar de interculturalidad, puesto que constituye un encuentro y una interacción cultural que se va tejiendo como un proceso recíproco, de carácter igualitario, de sus protagonistas con sus respectivos mundos culturales. El reconocimiento recíproco "establece un fuerte sentido de solidaridad" (11), lo que permite a sus integrantes sentirse importantes y respetados en la comunidad. En efecto, posibilita que los espacios sociales se desplieguen en virtud de su carácter de comunidad; es decir, como "comunidad de reconocimiento recíproco", en la que, a modo de efecto derivado, se potencian los logros individuales.…”

Section: Palavras-chave: Reconhecimento Interculturalidade Tolerâncunclassified

Reconocimiento, Tolerancia e Interculturalidad. La agenda pendiente de un mundo de extraños morales

Villarroel

2017

Acta bioeth.

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Resumen: Se analizan las complejidades de un fenómeno de interés actual como es el de la inevitable y cada vez más creciente situación de forzada coexistencia entre extraños morales, hecho desencadenado por el derrumbe de las determinaciones que antaño restringían territorialmente la vida de los sujetos al interior de espacios nacionales delimitados. Por diversas razones, esos mismos sujetos, se ven hoy forzados a migrar y vincularse en nuevos espacios geográficos comunes, donde deben enfrentar sus diferencias, sin contar con las habilidades sociales que les permitirían interactuar coordinando planes de acción, al margen de escenas conflictivas, o libres de prejuicios xenófobos e intolerancia. A partir de lo anterior, se busca encontrar un correlato empírico a lo señalado y pensar los problemas del reconocimiento, la tolerancia y la interculturalidad en una escena social cercana a nuestra propia experiencia nacional. El tema del reconocimiento cobra especial significación cuando de lo que se trata es de evaluar su expresión en relación con diferencias culturales profundas entre individuos que comparten un espacio vital e histórico, como podría pensarse que corresponde hacer con los problemas suscitados a partir de las demandas de reconocimiento planteadas por el pueblo mapuche al Estado de Chile. Palabras clave: reconocimiento, interculturalidad, tolerancia, mapuche, HonnethRecognition, Tolerance and Interculturality. A pending affair in a world of moral strangers Abstract: The complexities of a current interest phenomenon such the unavoidable and increasing situation of coexistence between moral strangers, understood as a fact triggered by the collapse of historical territorial restrictions imposed to the life of people inside national limits, is examined in this paper. Many of these individuals are now forced to migrate and coexist in new geographical spaces, where they must face their differences, without the social skills that would allow them to interact by coordinating action plans, regardless of conflicting dimensions, or freed from xenophobic prejudice and intolerance. This paper seeks to find an empirical correlate to this argument and meditate about the problems of recognition, tolerance and interculturality in a social scene, close to our own national experience. The subject of recognition is referred to those deep cultural differences that could emerge between individuals who are compelled to share a new vital and biographical space. This will be analyzed in correspondence to the problems arising from the demands of recognition raised today by the Mapuche people to the chilean State. Key words: recognition, interculturality, tolerance, mapuche, HonnethReconhecimento, Tolerância e Interculturalidade. A agenda pendente de um mundo de estranhos morais Resumo: Analisam-se as complexidades de um fenômeno de interesse atual, como é a inevitável e cada vez mais crescente situação de convivência forçada entre estranhos morais, feito desencadeado pelo colapso das determinações que antigamente restringiam terr...

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“…We know that recognition shapes the sense that teachers have of their own professional identities and that this influences their reactions to change and their performance in the workplace (Scholes & de González, 2011); moreover, that human life is a struggle to be recognised as somebody who is worth something (Heikkinen, 2003). We do not know enough, however, about the mechanisms of recognition to help people to carry on with their job, to enhance their wellbeing, and to understand how a lack of recognition can result in burnout at work, especially, in teaching and learning communities (Huttunen & Heikkinen, 2004a). This chapter explores how the professional identities of three South African mathematics teachers are affected by their struggles for recognition in the context of a rapidly changing post-apartheid schooling system.…”

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confidence: 99%

The Struggle for Recognition and the Professional Identities of Mathematics Teachers

Felix

2019

ICME-13 Monographs

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All teachers are perpetually engaged in a struggle for recognition of who they are, what they are, and what they are worth. We know that this affects their professional identities, but not enough about what the effects are. This narrative inquiry explores how a struggle for recognition in a rapidly changing post-apartheid school system affected the professional identities of three South African mathematics teachers. Examined through a set of theoretical lenses consisting of Honneth's levels of recognition; Kelchtermans' components of the retrospective dimension of a professional self; and, Huttunen and Heikkinen's circles of recognition, their stories reveal an ability to cope with a lack of recognition by counterbalancing its negative effects with the positive effects of recognition sourced from experiences elsewhere. Surprisingly, their stories have more in common than their sociocultural differences seem to suggest. Keywords Recognition • Self-confidence • Self-respect • Self-esteem • Personal interpretive framework • Professional identity 17.1 Background Recognition is not a new issue in philosophical debate; yet, it is relatively new in educational research (Fleming & Finnegan, 2010) where it offers a fresh view of teachers' professional growth (Heikkinen, 2003). While social theorists remain divided in their assessment of the emancipatory potential of recognition (Schaap, 2004); there seems to be consensus amongst them on its usefulness as a theoretical tool in the ongoing philosophical debates regarding issues of reconciliation and social justice. Thus, the relative novelty of recognition theory in education is rather conspicuous; especially, since education is all about social justice, and recognition is at the heart of it. After all, "[a] teacher's work is a process of receiving and giving recognition" (Huttunen & Heikkinen, 2004a, p. 164). It would make sense, therefore, for recognition theory

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Teaching and the dialectic of recognition

Cited by 29 publications

References 4 publications

“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

Reconocimiento, Tolerancia e Interculturalidad. La agenda pendiente de un mundo de extraños morales

The Struggle for Recognition and the Professional Identities of Mathematics Teachers

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