Résumés
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.
Veuillez télécharger l’article en PDF pour le lire. Télécharger
Parties annexes
References
- Agger, B. (1989). Fast capitalism. Urbana-Champaign: University of Illinois Press.
- Aitken, S. (2001). Geographies of young people: The morally contested spaces of identity. New York & London: Routledge.
- Althusser, L. (1971). The ideological state apparatus. In L. Althusser, Lenin and philosophy. London: Monthly Review Press.
- Baudrillard, J. (1988). Simulacra and simulations. In M. Poster, M. (Ed.), Jean Baudrillard: Selected writings (pp. 166-184). Stanford: Stanford University Press.
- Bauman, Z. (1991). Modernity and ambivalence. Ithaca: Cornell University Press.
- Bauman, Z. (2004). Wasted lives: Modernity and its outcasts. London: Polity Press.
- Berliner, D. (2005). Our impoverished view of educational reform. American Educational Research Association, Presidential Address, Teachers College Record, (Published: August 02, 2005 http://www.tcrecord.org/Home.asp ID Number: 12106, Date Accessed: 8/24/2005).
- Bernstein, B. (1990). The structure of pedagogic discourse. London: Routledge.
- Bourdieu, P. (1990). The logic of practice. Stanford: Stanford University Press.
- Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge: Harvard University Press.
- Bowels, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. London: Routledge and Keegan Paul..
- Bowers, C. (2000). Educating for ecojustice and community. Athens, GA: University of Georgia Press.
- Bowers, C. (2003). Mindful conservatism: Rethinking the ideological and educational basis of an ecologically sustainable future. Lanham, MD: Rowland and Littlefield.
- Buckingham, D. (2000). After the death of childhood: Growing up in the age of electronic media. London: Polity.
- Castells, M. (2004). The power of identity: The information Age: Economy, society and culture, Volume II (The information age), 2nd Ed. Malden MA: Blackwell.
- Clegg, S. (2005). Evidence-based practice in educational research: A critical realist critique of systematic review. British Journal of Sociology of Education, 26(3), 415-428.
- Corbett, M. (2007). Learning to leave: The irony of schooling in a coastal community. Black Point, NS: Fernwood.
- deCerteau, M. (1984). The practice of everyday life. Berkeley: University of California Press.
- Erikson, E. (1968). Identity: Youth and crisis. New York: W.W. Norton.
- Espeland, W. N., & Sauder, M. (2007). Rankings and reactivity: How public measures recreate social worlds. American Journal of Sociology, 113(1), 1-40.
- Giddens, A. (1991). Modernity and self identity. Stanford: Stanford University Press.
- Giddens, A. (1999). Runaway world. BBC Reith Lectures. http://www.bbc.co.uk/radio4/reith1999/ (Accessed 27 January 2009)
- Giroux, H. (1999). The mouse that roared: Disney and the end of innocence. New York: Rowman and Littlefield.
- Heath, S. B. (1986). Ways with words: Language, life, and work in communities and classrooms. Cambridge UK: Cambridge University Press.
- Hicks, D. (2002). Reading lives: Working class children and literacy learning. New York: Teachers College Press.
- Holloway, S., & Valentine, G. (Eds.). (2000). Children’s geographies: Playing, living, learning. New York & London: Routledge.
- Katz, C. (2002). Stuck in place: Children and the globalization of social reproduction. In R. J. Johnston, P. J. Taylor, & M. J. Watts (Eds.), Geographies of global change: Remapping the world (pp. 248-260). Oxford: Blackwell.
- Kelly, U. (1997). Schooling desire: Literacy, cultural politics and pedagogy. New York: Routledge.
- Klein, N. (2007). Shock doctrine: The rise of disaster capitalism. New York: Picador.
- Lareau, A. (2003). Unequal childhoods: Class, race and family life. Berkeley: University of California Press.
- Lather, P. (2003). This IS your father’s paradigm: Government intrusion and the case of qualitative research in education. Guba Lecture, AERA, April, (www.coe.ohio-state/edu/plather Accessed June 3, 2004).
- Leggo, C. (2005). The heart of pedagogy: On poetic knowing and living. Teachers and Teaching, 11(5), 439-455.
- Lesko, N. (2001). Act your age: A cultural construction of adolescence. New York: Routledge.
- Levinas, E. (1997). Difficult freedom. Baltimore: John Hopkins University Press.
- Levitt, S., & Dubner, S. (2005). Freakonomics: A rogue economist explores the hidden side of everything. New York: Harper-Collins.
- McCourt, F. (2005). Teacher man: A memoir. New York: Scribner.
- O’Neil, O. (2002). Called to account. Lecture 3 in O. O’Neil, A question of trust. BBC Reith Lectures.
- Popkewitz, T. (1998). Struggling for the soul: The politics of schooling and the construction of the teacher. New York: Teachers College Press.
- Riordan, C. (2004). Equality and achievement. Upper Saddle River NJ: Prentice-Hall.
- Rose, M. (2004). The mind at work: Valuing the intelligence of the American worker. New York: Penguin.
- Sirin, S. (2005). Socioeconomic status and academic achievement: A meta-analytic review of the research. Review of Educational Research, 75(3), 417-453.
- Smith, F. (1983). How education backed the wrong horse. In F. Smith, Essays into literacy. Exeter NH: Heinemann.
- Steinberg, S., & Kincheloe, J. (Eds.). (1997). Kinderculture: The corporate construction of childhood. Boulder CO: Westview Press.
- Thomson, P. (2002). Schooling the rust belt kids: Making the difference in changing times. Melbourne: Allen and Unwin.
- Tyack, D. (1974). The one best system: A history of American urban education. Cambridge: Harvard University Press.
- Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge: Harvard University Press.
- Walkerdine, V. (1990). Schoolgirl fictions. London: Verso.
- Weis, L. (2004). Class reunion: The remaking of the American white working class. New York: Routledge.
- Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
- Willis, P. (1977). Learning to labour: How working class kids get working class jobs. New York: Columbia University Press.