Literaturnachweis - Detailanzeige
| Autor/in | Tanner, Samuel Jaye |
|---|---|
| Titel | Teaching to the Golem: A Pedagogical Intra-Action |
| Quelle | In: Journal of Literacy Research, 49 (2017) 3, S.321-341 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1086-296X |
| DOI | 10.1177/1086296X17715288 |
| Schlagwörter | High School Students; Secondary School Teachers; Student Projects; Administrators; Literacy Education; Teaching Methods; Story Telling; Inquiry; Social Justice; Racial Bias; Ethnography; Student Diversity; Social Influences; Folk Culture; Language Arts; State Standards; Classics (Literature); Jews; Minnesota |
| Abstract | This article considers the pedagogical nature of an intra-action involving the author, his high school student's final project in an English class (a golem), and his school administrators. The author relies on narrative scholarship to both tell and interpret a story of his experience as a high school English and drama teacher, to illustrate the process, the product, and the result of an intra-action that emerged from his nontraditional literacy teaching practices concerning the plays "Hamlet, Rosencrantz and Guildenstern Are Dead," and "No Exit." Ultimately, he argues that educators--both teachers and administrators--should be more receptive of emergent, improvisational literacy teaching and learning, and careful in their participation with co-constituted intra-actions that come from such approaches to literacy pedagogy. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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