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ERIC Number: EJ1077280
Record Type: Journal
Publication Date: 2014-Jul
Pages: 20
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1541-3446
Transformative Inquiry While Learning-Teaching: Entry Points Through Mentor-Mentee Vulnerability
Tanaka, Michele T. D.; Farish, Maureen; Nicholson, Diana; Tse, Vanessa; Doll, Jenn; Archer, Elizabeth
Journal of Transformative Education, v12 n3 p206-225 Jul 2014
In Transformative Inquiry (TI), pre-service teachers explore issues about which they are personally passionate in order to enter into the delicate work of transformation. We examine how shared vulnerability within three mentor-mentee pairs leads to new pedagogical possibilities. Michele and Vanessa discuss poetry as a way of entering into TI and how Michele became decentered as mentor as she was carried along in Vanessa's knowing around poetry. Maureen and Jenn describe how, when faced with pervasive class dynamics of apathetic resistance, they opened themselves more fully to vulnerability. Diana describes the tension of showing interest in Liz's inquiry without providing Liz with a "direction," and Liz describes how she resisted traditional academic teachings about how to be a "good" student. Themes of safe enough space, emotion as catalyst, shifting power between learner and teacher, humble engagement, and holistic growth are overlaid with similar themes found by other transformative educators.
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A