Watching with Two Eyes: The Place of the Mythopoetic in Curriculum Inquiry

Holland, Patricia; Garman, Noreen B.

doi:10.1007/978-1-4020-8350-1_2

Cited by 4 publications

(2 citation statements)

References 23 publications

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“…The more these themes have a certain gravitas concerned with major themes of life, the more such stories become linked with 'mythopoesis' (Bradbeer, 1998;Dirkx, 1998;Hillman, 1981;Holland. & Garman, 2008;Macdonald, 1981)…”

Section: Storiesmentioning

confidence: 99%

‘Practice Story Exchanges’ and their Creative Invitation to Informal Learning

Willis

2013

International Journal of Adult Vocational Education and Technology

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This is a study of how members of a collaborative group interested in promoting convivial civilisation in human society took up exchanging practice stories – stories of doing something or seeing something done as examples of convivial backyard civilisation – in order tacitly to create an informal learning environment where practices of such a convivial backyard civilisation could seem normal, desirable and do-able. Practice story exchanges were an attempt to ‘tell the truth but tell it slant’ as Emily Dickenson put it, to work tentatively and collaboratively avoiding too much direct confrontation and rigid debate. This paper talks of the work of creating conviviality to redress an over emphasis on productivity in society; of the nature and importance of informal learning and its links with story exchanges and how this is pursued in the work of the Australian Centre for Convivial Backyard Civilisation (ACCBC).

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Section: Storiesmentioning

confidence: 99%

‘Practice Story Exchanges’ and their Creative Invitation to Informal Learning

Willis

2013

International Journal of Adult Vocational Education and Technology

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“…It asks: What is the message or the meaning behind this myth? (Holland & Garman, 2008). In doing so, we seek a curriculum that achieves understanding of one's perspective, rather than necessarily a perspective transformation (Mezirow & Associates, 2000).…”

Section: Developing Our Curriculum: Drawing Threads Togethermentioning

confidence: 99%

Interrogating education of the heart

2013

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This paper reports students' responses to a curriculum focused on integrating critical approaches, and evidence-based knowledge, with an education of the heart pedagogy. A focus group was conducted with 12 student representatives from a large first year undergraduate sociology of health and illness topic taught to a number of health professional students. Discussion centred on student views and feelings about the emotional or lived experience components of the topic portrayed through films, plays and poetry as well as the arts-based assessment exercise. Student responses indicate that they found the artsbased portrayals of the lived experience insightful for developing their own theory of care, but this was tempered by feelings of insecurity in completing these forms of assessment in the competitive environment where grades are important for achieving transfer to their program of choice.

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In defence of a pedagogy of the heart: theory and practice in the use of imaginal knowledge

Willis

Leiman

2013

Higher Education Research & Development

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Watching with Two Eyes: The Place of the Mythopoetic in Curriculum Inquiry

Cited by 4 publications

References 23 publications

‘Practice Story Exchanges’ and their Creative Invitation to Informal Learning

‘Practice Story Exchanges’ and their Creative Invitation to Informal Learning

Interrogating education of the heart

In defence of a pedagogy of the heart: theory and practice in the use of imaginal knowledge

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