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On not being Able to Play

Scholars, Musicians and the Crisis of the Psyche

Series:

Marla Morris

Scholars and musicians from many different backgrounds will find this book helpful as it deals with psychic problems in both professions. This book might help scholars and musicians to find a way out of their psychic dilemmas. From classical musicians to rock stars, from curriculum theorists to music teachers, from anthropologists to philosophers, this book takes the reader through a rocky intellectual terrain to explore what happens when one can no longer play or work. The driving question of the book is this: What do you do when you cannot do what you were called to do? This is what the author calls The Crisis of Psyche. The theoretical framework for this book combines curriculum theory, psychoanalysis and phenomenology. Here, the author looks at issues of emotion and the working through of crisis points in the lives of both scholars and musicians. Psychoanalytic theory helps to flesh out and untangle what it means to suffer from a damaged musical psyche and a damaged scholarly psyche. How to work through psychic inertia as a scholar? How to work through through psychic inertia as a musician? From Pink Floyd to Laurie Anderson, from Marion Milner to William F. Pinar, this book draws on the work of a wide range of musicians and scholars to find a way out of psychic blocks. From Philip Glass to Pablo Casals, from Michael Eigen to Mary Aswell Doll, this book draws on the work of composers, cellists, psychoanalysts and educationists to find a way out of psychic meltdowns.

Organizing the Curriculum

Perspectives on Teaching the US Labor Movement

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Edited by Rob Linné, Leigh Benin and Adrienne Sosin

Contemporary American youth live in a culture that ignores or denigrates labor unions. Mainstream media cover labor issues only sparingly and unions no longer play much of a role in popular culture texts, films, or images. In our schools labor has been limited to a footnote in textbooks instead of being treated seriously as the most effective force for championing the rights of working people—the vast majority of the citizenry. Teachers have been convinced that to bring up class or to teach about the labor movement may be construed as “taking sides,” while the all-pervasive presence of corporate America in our schools is rarely questioned. So for all the talk of schools preparing young people for the work world, we are failing to teach them even the basics of how that world is structured or how they can be empowered through collective action.
Organizing the Curriculum: Perspectives on Teaching the US Labor Movement is the first book-length treatment of this blind spot in contemporary curriculum and pedagogy. Contributors to this collection—unionists, activists, teachers, teacher educators, and academics—interrogate the ways in which knowledge is constructed in school discourses, conceptualize pedagogical strategies and curricula that open discussions around class analysis and political economy via studies of the labor movement, and put forward an activist vision of education that truly engages young people beyond the classroom walls.

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Shirley Wade McLoughlin

With the increasingly techno-rational approach to education causing a sense of hopelessness among educators in both public schools and higher education institutions, alternative pedagogical approaches are needed to provide educators with the means to navigate through oppressive milieus. The author offers her conceptualization of a pedagogy of the blues as such an approach. This work is grounded in the powerful early blues of African Americans, identifying specific themes representative of the blues metaphor that reverberate in the work of early blues artists. Using a predominantly cultural studies lens, the author traces the emergence and evolution of the blues metaphor from pre-slavery Africa’s musical forms to the music of the slaves. She then closely examines the emergence of the blues as a form of popular music in the 1920s. analyzing popular culture representations of the blues artists, historical artifacts, recordings, lyrics of early blues, and other sources of data. From this material, certain themes emerge and are identified as part of the blues metaphor. These themes and their evolution are traced through other forms of popular music, including jazz, country, rhythm and blues, rock, folk, and rap. The author then uses these powerful themes to mold a conceptualization of a pedagogy of the blues, a pedagogical approach that allows educators to hope, to resist, and to transcend the oppressive environments that exist in today’s educational settings.

Poetic Inquiry

Vibrant Voices in the Social Sciences

Edited by Monica Prendergast, Carl Leggo and Pauline Sameshima

Poetic Inquiry: Vibrant Voices in the Social Sciences, co-edited by Monica Prendergast, Carl Leggo and Pauline Sameshima, features many of the foremost scholars working worldwide in aesthetic ways through poetry.
The contributors (from five countries) are all committed to the use of poetry as a way to collect data, analyze findings and represent understandings in multidisciplinary social science qualitative research investigations. The creativity and high aesthetic quality of the contributions found in the collection speak for themselves; they are truly, as the title indicates, "vibrant voices".
This groundbreaking collection will mark new territories in qualitative research and interpretive inquiry practices at an international level. Poetic Inquiry will contribute to many ongoing and energetic debates in arts-based research regarding issues of evaluation, aesthetics, ethics, activism, self-study, and practice-based research, while also spelling out some innovative ways of opening up these debates in creative and productive ways. Instructors and students will find the book a clear and comprehensive introduction to poetic inquiry as a research method.

The Quest for Meaning

Narratives of Teaching, Learning and the Arts

Edited by Mary Beattie

The Quest for Meaning: Teaching, Learning and the Arts presents a narrative, arts-based approach to pedagogy and research in higher education. Through narratives of experience, the book offers revealing, poignant examples of the transformative power of the arts and of narrative inquiry in learners’ lives, and of the centrality of story in their ongoing quest for meaning.
The Quest for Meaning will be valuable in a wide range of graduate and undergraduate settings. It provides a framework for the development of new pedagogies which integrate the theory and practice of narrative, arts-based approaches to education. The work makes a contribution to the fields of narrative and arts-based inquiry and pedagogy, qualitative research methods, holistic and integrated studies, and self-directed inquiry. It will appeal to a range of audiences who are interested in this creative, integrative approach to education, and who want to gain insights into how students learn, from their own unique perspectives.
Grounded in Dr. Beattie’s interconnected approach to research and pedagogy, the book begins with her own story of teaching, learning, research and the arts. This provides the backdrop to an account of a collaborative pedagogy designed to enable students to conduct in-depth narrative inquiries into their lives, and to learn how to do narrative, arts-based research with others. The author provides insights into the practices and processes of solitary and collaborative inquiry, and the interaction and integration that take place within the three kinds of dialogue she proposes; the dialogue with the self, the dialogue with others, and the dialogue between the dialogues.
The book’s other twelve narratives show from learners’ unique perspectives, how the creation and re-creation of their ways of ways of knowing and being is a distinctively individual process involving all aspects of their humanity. Individually, these narratives provide valuable glimpses into the challenges, the joys, the frustrations and emotionality, and the important personal satisfactions involved in the processes of learning, unlearning and re-learning. In their own voices, these learners tell of the diverse ways in which they became more responsive to their own inner lives, to the perspectives and understandings of others, and to the creation of more meaningful narratives for their current and future lives.
Collectively, the narratives highlight the importance of recognizing personal experience in settings of higher education. They also present compelling evidence for acknowledging the significance of inquiry, creativity, imagination, dialogue, interaction, and integration in enabling learners to bring the whole of their being to the learning process, to the exploration of the stories by which they live, and to the creation of new narratives for their future lives.

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Tony Gibbons

The word ‘reflect’ appears in curriculum documents, in texts, in proposals, and in plans. No proposal appears complete without the word. To reflect is evidently a good thing, but what does it mean? It is not just being reasonable. Without a grasp of what it means to reflect how is it possible to implement the proposals and plans? This book tackles the problem of what it is to reflect. In doing so it examines the importance of reflection for a flourishing human being and its place in two major areas of human thought and education—science and ethics. Science is essentially a reflective activity and the teaching and development of science must acknowledge this. The acquisition and practice of the virtues is also essentially a reflective activity as is evident in both the Aristotelian and the Confucian traditions. To be prudent, for instance, is to be reflective. The teaching of science and the learning of the virtues depend upon the development of the capacity to reflect. Reflection appears to be an activity that is distinctive of human beings. This book will be of interest to teachers and those responsible for the administration and development of education, whether it be primary, secondary or tertiary. It also has something to say to anyone who is responsible for planning for the future. And, as we all do that, it has something to say to all of us.
Tony Gibbons is an adjunct Senior Lecturer at the University of South Australia. After teaching science and mathematics in UK secondary schools, he trained teachers at Colleges in the UK before moving to South Australia where he taught Philosophy. Having qualified in law he appeared as a barrister in refugee cases both in Australia and overseas during the 1990s, before returning to Philosophy, in particular, virtue ethics.

Reforming Teaching and Learning

Comparative Perspectives in a Global Era

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Edited by Maria Teresa Tatto and Monica Mincu

This volume addresses the larger question of the effects of (global) educational reform on teaching and learning as they relate to the context, the policies and politics where reform occurs.
Maria Teresa Tatto and Monica Mincu bring together a group of leading scholars in the field representing a variety of national contexts and geographical areas. The chapters in the book raise crucial questions such as: What is the impact of globalization on local education systems and traditions? What roles do international agencies play? What is the role of the state? What is the role of policy networks? How do we understand the functions of quality assurance mechanisms, standards, competencies, and the “new” accountability? In doing so the chapters discuss the institutions and organization of education and how these shape what teachers learn and, eventually, teach to diverse populations.
The book uses a number of analytical frameworks and theoretical perspectives, from critical discourse analysis, regime theory, empirical exploration of teachers’ thinking and actions within school contexts, analysis of reform diffusion and global trends. Using analysis of the literature and relevant documents, case studies and diverse forms of survey research, this work offers a glimpse of the complexities that exist in the fields of teaching and learning.
This collection is also an occasion to observe the profile of knowledge production in these cultural contexts, the interplay between local and national research agendas and traveling policies around the world.

Edited by Christopher Andersen, Nora Scheurer, María del Puy Leonor Pérez Echeverría and Eva Teubal

Learning and teaching complex cultural knowledge calls for meaningful participation in different kinds of symbolic practices, which in turn are supported by a wide range of external representations, as gestures, oral language, graphic representations, writing and many other systems designed to account for properties and relations on some 2- or 3-dimensional objects. Children start their apprenticeship of these symbolic practices very early in life. But being able to understand and use them in fluid and flexible ways poses serious challenges for learners and teachers across educational levels, from kindergarten to university.
This book is intended as a step in the path towards a better understanding of the dynamic relations between different symbolic practices and the acquisition of knowledge in various learning domains, settings and levels. Researchers from almost twenty institutions in three different continents present first hand research in this emerging area of study and reflect on the particular ways and processes whereby participation in symbolic practices based on a diversity of external representations promotes learning in specific fields of knowledge.
The book will be useful for persons interested in education, as well as cognitive psychologists, linguists and those concerned by the generation, appropriation, transmission and communication of knowledge.

Seeing With Poetic Eyes

Critical Race Theory and Moving from Liberal to Critical Forms of Race Research in Sociology of Education

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Benjamin Blaisdell

“Seeing with poetic eyes” is a phrase used by a teacher to describe one of his students, a teenager who could recognize the disconnect between U. S. society’s claims about racial equity and its actual commitment towards that equity. As a teacher, he saw it as his mission to help all of his students see the world in such a critical way with that hope that they would be motivated to pursue antiracism more actively in their lives. In this book, I discuss how critical race theory (CRT) can motivate research on race in sociology of education in a similar way. Specifically, I describe how CRT helped me work with seven white teachers on developing more critical understandings of race. In my ethnographic interviews with these teachers, the analytical tools of CRT gave me a way to openly dialogue with them about issues of race in education. I was able to not only learn from the teachers but also work with them on developing racial awareness. Instead of relying on more liberal forms of sociological research—where the researcher extracts data from participants—CRT helped me promote a more critical approach, one where the researcher and participants work together to actively pursue antiracism in the research act itself. So “seeing with poetic eyes” refers the way that I have come to view research as a means of antiracism. Similarly, I propose that CRT can promote such a critical approach to research on race in the field of sociology of education.

Self-Study Approaches and the Teacher-Inquirer

Instructional situations Case Analysis, Critical Autobiography, and Action Research

Hanna Ezer

This book examines self-study methodologies and their relevance to professional growth among teachers. The book puts forward the following arguments: Self-study as a research approach involves basic research skills, therefore constituting an important step for non-professional inquirers aspiring to more complex research. Self-study is a powerful tool in support of professional growth among teachers. Self-study comprises a set of approaches, among them instructional situations case analysis, critical autobiography, and action research. The book offers some interesting perspectives on the following issues: - The book focuses on the writer’s experience as a teacher educator who has elicited and motivated self-studies among student teachers and teachers. - The book brings together three related self-study methodologies: instructional situations case analysis, critical autobiography, and action research. - The book offers a new perspective on implementing and analyzing instructional situation cases through the "authentic case of teaching" and the "expected case of teaching, " a perspective developed by the writer and implemented in her classes. - The book provides a fresh view of critical autobiography as a powerful tool teachers can use to examine their own practice and professional development. - The book introduces critical discourse analysis as a useful tool for researchers. This tool enables teacher-inquirers to reveal their’sense of professional self' and their professional identity as it emerges in teaching cases they provide. - Teachers and researchers can easily apply the methodologies described in this book to their own teaching and research arenas.