| Record ID | marc_oapen/oapen.marc.utf8.mrc:348772:3197 |
| Source | marc_oapen |
| Download Link | /show-records/marc_oapen/oapen.marc.utf8.mrc:348772:3197?format=raw |
LEADER: 03197 am a22004453u 450
001 1006484
005 20191216
007 cu#uuu---auuuu
008 191216s|||| xx o 0 u eng |
020 $a9781950192373
020 $a9781950192380
024 7 $a10.21983/P3.0261.1.00$2doi
041 0 $aeng
042 $adc
072 7 $aJNA$2bicssc
072 7 $aJNAM$2bicssc
072 7 $aJNF$2bicssc
072 7 $aJNH$2bicssc
072 7 $aJNS$2bicssc
100 1 $aCohen, Jody$4aut
245 10 $aSteal This Classroom
260 $aBrooklyn, NY$bpunctum books$c2019
300 $a446
520 $aJody Cohen and Anne Dalke construe ?classrooms? as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women?s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes ?stolen? by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students?revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems.
546 $aEnglish.
650 7 $aPhilosophy & theory of education$2bicssc
650 7 $aMoral & social purpose of education$2bicssc
650 7 $aEducational strategies & policy$2bicssc
650 7 $aEducation: care & counselling of students$2bicssc
650 7 $aTeaching of specific groups & persons with special educational needs$2bicssc
653 $ainclusive education
653 $apedagogy
653 $aprison system
653 $aunlearning
653 $acognitive studies
653 $aphilosophy of education
653 $asustainability
700 1 $aDalke, Anne$4aut
856 40 $uhttp://www.oapen.org/download?type=document&docid=1006484$zAccess full text online
856 40 $uhttps://creativecommons.org/licenses/by-nc-sa/4.0/$zCreative Commons License