A Pedagogy of Authority
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects
| Author: | Marjorie Barrett Logsdon | ISBN: | 9780997648836 |
| Publisher: | Learning Moments Press | Publication: | April 30, 2017 |
| Imprint: | Learning Moments Press | Language: | English |
| Author: | Marjorie Barrett Logsdon |
| ISBN: | 9780997648836 |
| Publisher: | Learning Moments Press |
| Publication: | April 30, 2017 |
| Imprint: | Learning Moments Press |
| Language: | English |
Marjorie Barrett Logsdon, a teacher of high school English literature and composition, explores the experiences that led to her decision to transform her authoritarian pedagogical practice. Believing that sharing power with students is more conducive to writing-as-process (as opposed to wrtiing-as-product), Marjorie is surprised to encounter resistance, not only from students, but within herself. Writing in the genre of the speculative/personal essay, Marjorie challenges her assumptions about "being in authority," "being an authority," and the "authority of students to author texts." Drawing from dreams, memories, and experiences, Marjorie weaves a thoughtful and insightful inquiry into the nuances of pedagogical authority. Using the metaphor of an alchemist's crucible, she clarifies "matters of text," "matters of time," and "matters of meaning." Regardless of a teacher's field of study, Marjorie's inquiry offers an inspiring example of how dedicated teachers can inquire into the nature of their own pedagogical practice.
Marjorie Barrett Logsdon, a teacher of high school English literature and composition, explores the experiences that led to her decision to transform her authoritarian pedagogical practice. Believing that sharing power with students is more conducive to writing-as-process (as opposed to wrtiing-as-product), Marjorie is surprised to encounter resistance, not only from students, but within herself. Writing in the genre of the speculative/personal essay, Marjorie challenges her assumptions about "being in authority," "being an authority," and the "authority of students to author texts." Drawing from dreams, memories, and experiences, Marjorie weaves a thoughtful and insightful inquiry into the nuances of pedagogical authority. Using the metaphor of an alchemist's crucible, she clarifies "matters of text," "matters of time," and "matters of meaning." Regardless of a teacher's field of study, Marjorie's inquiry offers an inspiring example of how dedicated teachers can inquire into the nature of their own pedagogical practice.
