Abstracts
Abstract
It is becoming clear that standard, linear solutions to the problems of resistant children are problematic because they imagine a world of schooling in which place and power do not matter. Poetry can challenge the typically linear, prescriptive, and modernist assumptions that are central to much educational theory and practice. In this article, drawing on original poetry composed in and around schools, I analyze a series of reflective disruptions in the interplay of strategy and tactics in my own teaching career. The broad argument of this paper is that educators ought to recognize, promote and embrace the messiness and complexity of our work rather than retreat into simplifications and technical fixes.
Résumé
Il semble de plus en plus évident que les solutions standard et linéaires aux problèmes des enfants résistants sont problématiques puisqu’elles supposent un environnement éducatif dans lequel la place et le pouvoir n’ont pas d’importance. La poésie peut remettre en question les hypothèses linéaires, normatives et modernistes typiques qui sont au centre de la plupart des théories et pratiques pédagogiques. Dans cet article, j’analyse une série de perturbations liées à la réflexion dans l’influence réciproque de la stratégie et des tactiques de ma propre carrière en enseignement, en puisant dans une poésie originale composée dans le cadre d’activités scolaires et parascolaires. Dans l’ensemble, cet article soutient que les éducateurs devraient reconnaître, promouvoir et accepter le désordre et la complexité de notre travail, plutôt que de se complaire dans des simplifications et des correctifs techniques.
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Appendices
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