By Edward Podsiadlik III
This qualitative trip explores how literature informs and demanding situations my figuring out of educating and studying. Insights, questions, and conflicts are printed via a chain of essays within which my evolving instructor identification is illuminated via literature and mind's eye. optimistically interpreting this portrayal of literature, which has been a resource of academic perception and mind's eye for me, should be of use to different educators as they consider their very own educating. the first works of literature used to facilitate this trip are: The purple Badge of braveness (1895), Les Miserables (1862), and American fool (2004); mild in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, evening (1960), and The Souls of Black folks (1903). via delving underneath my external 'teacher mask,' a university of pictures, anecdotes, reflections, aspirations, and fears is uncovered. As a source for pre-service lecturers or a reflective workout for veteran lecturers, this research goals to profit educators by means of delivering a brand new pathway wherein to raised comprehend their intrinsic identities as lecturers. each one bankruptcy concludes with "Recommendations for mirrored image" that readers are inspired to think about separately and/or jointly. The spirit of daydreams permits me to combine literature, autobiography, and mind's eye via artistic and encouraged discourses with literary figures, utilizing actual quotations as content material for unique commentaries that extra study the intrinsic nature of instructor identification. My desire is this trip will motivate different educators to additional give some thought to realities and probabilities of what it potential to be a instructor.
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Extra info for Anecdotes and Afterthoughts: Literature as a Teacher’s Curriculum
It is this human conscience that liberates us from being the shadow of a person, the specter of a teacher, and a wee obscurity. EXPELLING THE SHADOW AND ENTERING THE LIGHT Jean Valjean is more than a literary creation. He is a personification of the possibilities of living and teaching with integrity, humanity, and conscience. Early in the novel, Valjean asks himself - asks all of us - to consider the following: Let us have compassion on the chastened. Who, alas! are we ourselves? who am I who speak to you?
It’s a diminishing of our soul; a lessoning of that which makes us truly human. Prior to this revelation, Hugo explains that Valjean “was only a phantom” (p. 95). Hugo goes on to describe the moment of Valjean’s awakening from these spiritual, psychological, and ethical shadow lands: Excess of misfortune, we have remarked, had made him, in some sort, a visionary. This then was like a vision. He veritably saw this Jean Valjean, this ominous face, before him. He was on the point of asking himself who that man was, and he was horror-stricken by it.
In what ways is curriculum and instruction used to train students to become passive or subordinate citizens oppressed by societal regulations, restrictions, and obligations? Or in what ways are we educators empowering them with tools and values they need to participate fully, actively, and meaningfully in society? By bringing them to life, Valjean has been and continues to be a powerful resource for reflection and a role model of more liberating and ethical pedagogical practices. 33 CHAPTER 3 ENCOUNTERING OXYMORON While Valjean is buried beneath the shadows of merciless public laws and prejudices against the criminal label attached to him by government officials, the light of his inner self goes unnoticed by most people.
Anecdotes and Afterthoughts: Literature as a Teacher’s Curriculum by Edward Podsiadlik III