Silent Moments in Education
An Autoethnography of Learning, Teaching, and Learning to Teach
Nonfiction, Reference & Language, Education & Teaching, Health & Well Being, Psychology
| Author: | Colette Granger | ISBN: | 9781442695658 |
| Publisher: | University of Toronto Press, Scholarly Publishing Division | Publication: | December 10, 2011 |
| Imprint: | Language: | English |
| Author: | Colette Granger |
| ISBN: | 9781442695658 |
| Publisher: | University of Toronto Press, Scholarly Publishing Division |
| Publication: | December 10, 2011 |
| Imprint: | |
| Language: | English |
Colette A. Granger's highly original book considers moments in several areas of education in which silence may serve as both a response to difficulty and a means of working through it. The author, a teacher educator, presents narratives and other textual artefacts from her own experiences of learning and instruction. She analyses them from multiple perspectives to reveal how the qualities of education's silences can make them at once difficult to observe and challenging to think about.
Silent Moments in Education combines autoethnography with psychoanalytic theory and critical discourse analysis in a unique consideration of the relations teachers and learners forge with knowledge, with ideas, and with one another. This provocative and thoughtful work invites scholars and educators to consider the multiple silences of participants in education, and to respond to them with generosity and compassion.
Colette A. Granger's highly original book considers moments in several areas of education in which silence may serve as both a response to difficulty and a means of working through it. The author, a teacher educator, presents narratives and other textual artefacts from her own experiences of learning and instruction. She analyses them from multiple perspectives to reveal how the qualities of education's silences can make them at once difficult to observe and challenging to think about.
Silent Moments in Education combines autoethnography with psychoanalytic theory and critical discourse analysis in a unique consideration of the relations teachers and learners forge with knowledge, with ideas, and with one another. This provocative and thoughtful work invites scholars and educators to consider the multiple silences of participants in education, and to respond to them with generosity and compassion.
