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ERIC Number: EJ881513
Record Type: Journal
Publication Date: 2010-Apr
Pages: 14
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1354-0602
The Split-Off Narrator: Coming to Symptoms in Stories of Learning to Teach
Granger, Colette A.
Teachers and Teaching: Theory and Practice, v16 n2 p219-232 Apr 2010
In this conceptual paper I draw on narratives from several contexts in my own educational history--a student-teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator--to consider, first, the Winnicottian notion of the split-off intellect, in which individual subjectivity is skewed toward thinking and away from affect, and second, an inversion of that notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty. Theorizing some of the ways in which thinking and affect can at times seem to get in each other's way, and reflecting on what individuals might use that "getting in the way" to do, I explore some ways in which educators in general, and teacher educators in particular, might facilitate the working-through of intellect/affect splits with the aim of helping students integrate thinking and feeling as they begin or continue their work in the classroom. (Contains 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A