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ERIC Number: EJ948251
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1547-688X
Beginning with the Particular: Reimagining Professional Development as a Feminist Practice
Schultz, Katherine
New Educator, v7 n3 p287-302 2011
This article analyzes the work of a long-term network of teachers, the Philadelphia Teachers Learning Cooperative, with a focus on their descriptive practices. Drawing on three years of ethnographic documentation of weekly meetings and a historical archive of meetings over 30 years, I characterize the teachers' knowledge about teaching and learning as a feminist stance, steeped in the particular. I argue further that the teachers' analysis of and knowledge about teaching and learning comes from a grounded, phenomenological standpoint that attends to the multiplicity, complexity, and uncertainty that characterize learning. Finally, I explore the ways the routines of this group allow teachers to develop a common language and set of practices to speak back to the restrictive mandates of the school district.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania