Auto/biography & Pedagogy

Memory & Presence in Teaching

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Adult & Continuing Education, Elementary
Cover of the book Auto/biography & Pedagogy by Freema Elbaz-Luwisch, Peter Lang
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Author: Freema Elbaz-Luwisch ISBN: 9781454193159
Publisher: Peter Lang Publication: November 5, 2013
Imprint: Peter Lang Inc., International Academic Publishers Language: English
Author: Freema Elbaz-Luwisch
ISBN: 9781454193159
Publisher: Peter Lang
Publication: November 5, 2013
Imprint: Peter Lang Inc., International Academic Publishers
Language: English

In the tradition of educational narrative inquiry, this book explores diverse ways of thinking, writing and theorizing from auto/biographic experience, in language that is rooted in practice yet challenges the authoritative discourses of educational policy, theory and research. The book moves from first to third person accounts and from personal and family stories to narratives of teachers and teacher educators in the contested, multicultural environment of Israel. It highlights the multi-voiced, embodied lives of Israeli teachers from many cultures and identities and engages with literature around memory and embodiment, imagination, place and presence in teaching. The book will interest researchers in curriculum studies, teaching and teacher education, as well as scholars interested in issues of memory in historical and contemporary contexts.

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In the tradition of educational narrative inquiry, this book explores diverse ways of thinking, writing and theorizing from auto/biographic experience, in language that is rooted in practice yet challenges the authoritative discourses of educational policy, theory and research. The book moves from first to third person accounts and from personal and family stories to narratives of teachers and teacher educators in the contested, multicultural environment of Israel. It highlights the multi-voiced, embodied lives of Israeli teachers from many cultures and identities and engages with literature around memory and embodiment, imagination, place and presence in teaching. The book will interest researchers in curriculum studies, teaching and teacher education, as well as scholars interested in issues of memory in historical and contemporary contexts.

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