Rewriting Cultural Narratives: Providing the Conditions for Reflection and Empowerment.

Autor/in	James, Pauline
Titel	Rewriting Cultural Narratives: Providing the Conditions for Reflection and Empowerment.
Quelle	(1994), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Career Change; Cognitive Restructuring; Craft Workers; Cultural Context; Educational Psychology; Foreign Countries; Higher Education; Learning Strategies; Males; Preservice Teacher Education; Prior Learning; Secondary Education; Teacher Attitudes; Teaching (Occupation); Technical Institutes; Trade and Industrial Teachers; Transitional Programs; Australia + Suchen Sie Ihr Suchwort? Projektforschung; Career changes; Berufswechsel; Craft worker; Handwerker; Erziehungspsychologie; Pädagogische Psychologie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Male; Männliches Geschlecht; Lehramtsstudiengang; Lehrerausbildung; Vorkenntnisse; Sekundarbereich; Lehrerverhalten; Teaching; Lehrberuf; Technische Fakultät; Australien
Abstract	This paper interprets a tale of resistance and its dissolution in an Educational Psychology class of male tradespeople employed as Technology Studies teachers in Secondary Colleges. Changes in identity required by the transition from manual to mental labor are so difficult that negativism and an aggressive pupil control ideology permeate the groups' cultures. To assist the students to better understand their own circumstances, a strategy was employed at the beginning of the course that involved a discussion of the fictional, but culturally-specific story of an individual negotiating the dilemmas of his new career and lifestyle. The process facilitated self-disclosure among participants and provided a 'loan of consciousness' through which the group might reconceptualize their own experiences. A cultural 'transition' appeared to occur, providing conditions under which reflection on one's own ideology and practice might proceed. An important outcome of the discussions was an increasing use of compassionate, just and effective strategies, when working with their own pupils, and an openness to learning in other teacher education courses. "People Becoming Teachers and Students: A Case-Study" is appended. (Contains 50 references.) (Author/LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC