'The Ability to Lay Yourself Bare': Centering Rupture, Inherited Conversations, and Vulnerability in Professional Development

Autor/inn/en	Mendoza, Elizabeth; Hand, Victoria; van Es, Elizabeth A.; Hoos, Shannon; Frierson, Michelle
Titel	'The Ability to Lay Yourself Bare': Centering Rupture, Inherited Conversations, and Vulnerability in Professional Development
Quelle	In: Professional Development in Education, 47 (2021) 2-3, S.243-256 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1891955
Schlagwörter	Professional Development; Mathematics Teachers; Secondary School Teachers; Classroom Environment; Social Environment; Interaction; Attention; Observation; Reflection; Consciousness Raising; Advantaged; Power Structure; Ideology; Social History; Experience; Humanization + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Soziales Umfeld; Interaktion; Aufmerksamkeit; Beobachtung; Bewusstseinsbildung; Ideologie; Sozialgeschichte; Erfahrung; Humanisierung
Abstract	A dominant paradigm for research on teacher professional development has centred teacher learning as created in and through practice. Critical scholars argue for the need to grapple productively with the complexities of teaching in the power-laden contexts of schooling. This involves continual reflection on the ways that teaching reinforces structural inequalities. We articulate the notion of historical self to describe noticing as ground in both personal and social histories that are situated in hierarchies of power and dominant ideologies. We draw on data from a three year, multi-site project that engaged teachers, community members, and researchers in co-developing a noticing for re-humanising framework. Through the narrative of Shannon, a project participant-researcher, we illuminate as part of the historical self: (1) the interconnectedness of both personal and social histories in and through moment-to-moment interactions and their relation to what and how we notice; (2) the vulnerability embedded in rupturing embedded assumptions in these histories, and (3) the importance of understanding what we do "not" notice, as tied to our privilege. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01