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ERIC Number: EJ934925
Record Type: Journal
Publication Date: 2011-Sep
Pages: 7
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0039-3746
In Pursuit of Respectful Teaching and Intellectually-Dynamic Social Fields
Margonis, Frank
Studies in Philosophy and Education, v30 n5 p433-439 Sep 2011
In contrast to educational policies in the U.S., which assume an individualistic path of success and promote the assimilation of students, this essay argues for pedagogies where teachers focus upon facilitating the development of strong relationships en route to creating exciting educational environments and fertile contexts for social justice movements. Powerful teachers model the process whereby a commitment to appreciating the perspectives of individual students is combined with the orchestration of a dynamic intersubjective context, because such contexts call out the strongest performances of individuals. Viewing educational events in terms of the patterns and rhythms that transpire in a particular social fields allows educators ways to create powerful educational environments even in neocolonial contexts that pit students and teachers against one another. Viewing educational events as social fields also allows us to understand how the common classroom, which focuses each student on the material in front of them, creates impotent individuals who dissociate themselves from others.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A