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ERIC Number: EJ1172830
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1550-5170
Reclaiming "Self" in Teachers' Images of "Education" through Mindfulness as Contemplative Inquiry
Ergas, Oren
Journal of Curriculum and Pedagogy, v14 n3 p218-235 2017
Against the pressures of standardization, some argue for the need to expand teachers' awareness to their "teaching self" because teachers "teach who they are." This article acknowledges the importance of this orientation; however, it is suggested that its implementation requires overcoming social reproduction. Teachers may have to liberate themselves from the image of "education" into which they were initiated as they themselves grew up in a system in which "self" has mostly become a null curriculum. In order to reclaim self in teaching and "education," there may be a need for radical curricular-pedagogical approaches that address this problem directly. The article describes and demonstrates the implementation of such approach in a teacher education course in which mindfulness was proposed as a way for investigating self as an explicit curriculum. Based on interpreting students' final projects, the article depicts difficulties and insights evoked by this curricular-pedagogical approach and the course's possible contributions.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A