The Last Days of Education? An Attempt to Reclaim Teaching through Socratic Dialogue

Wood, Craig

doi:10.1007/978-3-319-47527-1_9

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…I also ascribed the passivity to the lack of novelty in my performance as a teacher. When, in a reflective assignment for the then semester, quite a number of students commented in their journals that the semester would have been more enjoyable if the classes had been more interactive and engaging, I got what Wood (2018) terms "a melancholic epiphany" and the awareness that I was not acting as "a Socratic teacher" (p.132). I had to initiate a convenient two-way communication channel to facilitate learning and emancipate both myself and my students from the ongoing languor.…”

Section: The Prologuementioning

confidence: 99%

More than a 'Jágir': Representation of Transformative Ethos in English Teachers’ Solicited Reflections

Kafle

2021

JrTP

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This article is based on a generative reading of six English teachers’ solicited responses to reflective questions framed by undergraduate students of science, engineering and management in Kathmandu University. The reading unfolds four aspects of ethos in the participants – spontaneity, specialties, specialization and stability – and six frames of reference corresponding with the transformative journey of each participant – teaching is living, made for teaching, making things happen, empowering female students, performing the ideal image and positioned in the opposition. The paper further infers three general traits of the participants as transformed teachers: first, the personality that transcends grumbling and regretting for trivial lacunae involved in the field of teaching; second, the portrayal of a positive picture of teaching as a gifted field; and third, empathy for the students and emphasis on their responsibility of bringing positive changes in students’ lives and in the society at large.

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Section: The Prologuementioning

confidence: 99%

More than a 'Jágir': Representation of Transformative Ethos in English Teachers’ Solicited Reflections

Kafle

2021

JrTP

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“…The same neoliberal assemblages of education policy are engaged in systematic stripping away of teacher professionalism and pedagogical innovation, while privileging low-risk approaches to teaching that result in learning that is decontextualized, impersonal and irrelevant (Biesta, 2015;Evers & Kneyber, 2016;Lewis, 2015). This approach to education devalues the richness of teacher-student interaction, stifles creativity, and erodes the joy of teaching and learning (Crowther & Boyne, 2016;Olson, 2009;Wood, 2018).…”

Section: Introductionmentioning

confidence: 99%

The secret art of pedagogical alchemy

Wood¹

2022

oSoTL

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This paper reveals secrets. Like their Renaissance counterparts, pedagogical alchemists often work in secret networks as they struggle against dominant forces. Pedagogical alchemists seek to transform assemblages of neoliberal education policies, shifting enactments of such policies from replication of systemic hierarchies and oppressions towards teacher and student experiences of joy, hope, and resistance. The secret art of pedagogical alchemy adopts critical praxis research method that amplifies epistemological insights arising from teacher experience. This paper utilizes performative autoethnography and social fiction to interrogate the influence of socio-political context on the labour of an 8th grade school-teacher. The secret art of pedagogical alchemy locates the experiences of a pedagogical alchemist whose 8th grade history class includes a unit of work on Renaissance alchemist Isabella Cortese. The experiences are framed by globalised, neo-liberal education policy assemblage. Like the writings of Renaissance alchemist, Isabella Cortese, the voice of the 8th grade history pedagogical alchemist is performed in quatrains that are written in iambic pentameter.

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The Crystallizing Teacher: A Performative and Critical Autoethnography of Conscientization Revealing Whiteness in Australian Schools

Wood¹

2021

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The Last Days of Education? An Attempt to Reclaim Teaching through Socratic Dialogue

Cited by 3 publications

References 7 publications

More than a 'Jágir': Representation of Transformative Ethos in English Teachers’ Solicited Reflections

More than a 'Jágir': Representation of Transformative Ethos in English Teachers’ Solicited Reflections

The secret art of pedagogical alchemy

The Crystallizing Teacher: A Performative and Critical Autoethnography of Conscientization Revealing Whiteness in Australian Schools

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