Composing Diverse Identities

Narrative Inquiries into the Interwoven Lives of Children and Teachers

Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Educational Theory, Philosophy & Social Aspects
Cover of the book Composing Diverse Identities by D. Jean Clandinin, Janice Huber, Marilyn Huber, M. Shaun Murphy, Anne Murray Orr, Marni Pearce, Pam Steeves, Taylor and Francis
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Author: D. Jean Clandinin, Janice Huber, Marilyn Huber, M. Shaun Murphy, Anne Murray Orr, Marni Pearce, Pam Steeves ISBN: 9781134232574
Publisher: Taylor and Francis Publication: April 18, 2006
Imprint: Routledge Language: English
Author: D. Jean Clandinin, Janice Huber, Marilyn Huber, M. Shaun Murphy, Anne Murray Orr, Marni Pearce, Pam Steeves
ISBN: 9781134232574
Publisher: Taylor and Francis
Publication: April 18, 2006
Imprint: Routledge
Language: English

In a climate of increasing emphasis on testing, measurable outcomes, competition and efficiency, the real lives of children and their teachers are often neglected or are too messy and intricate to legislate and quantify. As such, curricula are designed without including the very people that compose the identities of schools. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators. These stories show us an alternative way of attending to what counts in schools, shifting away from the school as a business model towards an idea of schools as places to engage citizenship and to attend to the wholeness of people’s lives.

Articulating the complex ethical dilemmas and issues that face people and schools every day, this fascinating study puts school life under the microscope raises new questions about who and what education is for.

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In a climate of increasing emphasis on testing, measurable outcomes, competition and efficiency, the real lives of children and their teachers are often neglected or are too messy and intricate to legislate and quantify. As such, curricula are designed without including the very people that compose the identities of schools. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators. These stories show us an alternative way of attending to what counts in schools, shifting away from the school as a business model towards an idea of schools as places to engage citizenship and to attend to the wholeness of people’s lives.

Articulating the complex ethical dilemmas and issues that face people and schools every day, this fascinating study puts school life under the microscope raises new questions about who and what education is for.

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