The Paradox of Natality: Teaching in the Midst of Belatedness

Levinson, Natasha

doi:10.4324/9780429500060-2

Cited by 10 publications

(9 citation statements)

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“…It's not as though I now feel more prepared. On the contrary, as the gap (Levinson, 2018) between me and younger students increases, I am actually less likely to understand them. But, understanding kids does not a teacher make.…”

Section: And Practicementioning

confidence: 92%

Pedagogy in Theory and Practice

Gupta

2021

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Pedagogy can be understood as methods and practices of teaching, and/or a way of being with children. In this paper, I use critical exposition and narrative to reflect on Max van Manen’s (2012) theory of pedagogy as a relationship between adults and children. My writing is organized into alternating sections of exposition (theory) and narrative (practice) to illustrate the interplay between thinking and doing that typifies pedagogical relationships, and to demonstrate how pedagogy unfolds in the unpredictable, unexpected, unprecedented, and unique actions each of us perform in the relational events of our being with children.

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Section: And Practicementioning

confidence: 92%

Pedagogy in Theory and Practice

Gupta

2021

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“…Tess remembered vaguely something Jacqui told her about Hannah Arendt. She would have to ask her about what action was possible in the students' increasing consciousness of their own situation (Levinson, 2001). She intuited that this was the moment of either action or paralysis for her students.…”

Section: Chapter Four -Skittering Timesmentioning

confidence: 99%

Longing for Recognition: The Joys, Complexities, and Contradictions of Practicing Dietetics

Gingras¹

2022

Preprint

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Longing for Recognition offers a radical new way of understanding nutritional health practices. In contemporary food culture, the work of dietitians has accrued new and urgent meaning, and Longing for Recognition is addressed to that group of practitioners. The author, herself a dietitian, crafts an autoethnographic fiction that presents a critical and thought-provoking argument for a more self-reflexive, relational, and embodied profession. Her compelling narrative draws the reader into its timely call for rethinking what counts as knowledge in dietetic education. Longing for Recognition will be invaluable for dietitians and other health care professionals who wish to enhance their practice as one that considers first and foremost what it means to be human. [Abstract information retrieved on Nov. 21, 2017 from http://www.ryerson.ca/~jgingras/longingforrecognition.htm]

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“…"Who am I in the presence of you?" (Levinson, 2001;Meyer & Fels, 2014) and we wonder, who are we to become in our presence together?…”

Section: Creating a Throw Of Light: Additive Story Mixingmentioning

confidence: 99%

Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education

Searle

Ahn

Fels

et al. 2021

Journal of Transformative Education

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In this article, the authors speak to the paradox of assessing transformative learning (TL) in higher education. TL theory, developed by Jack Mezirow, is a theory of learning to describe the process of change in how individuals view the world based on previous experiences. Recognizing that the 10 phases of Mezirow’s TL theory are fluid and intertwined, three prominent aspects resonated within the individual narratives: the importance of a disorienting dilemma, the qualities of self-reflection, and liberatory actions. By exploring the complexities, challenges, and possibilities encountered in their classrooms, the shared narratives reveal how students were engaged in TL and embedded within are holistic assessment processes the authors enacted with learners. Throughout this dialogical narrative inquiry focused on assessment, the authors underwent their own TL in the presence of each other, confessing uncertainties and vulnerabilities, thus showcasing the potential to transform understanding with and through reciprocal learning.

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The Paradox of Natality: Teaching in the Midst of Belatedness

Cited by 10 publications

References 0 publications

Pedagogy in Theory and Practice

Pedagogy in Theory and Practice

Longing for Recognition: The Joys, Complexities, and Contradictions of Practicing Dietetics

Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education

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