EUR  â¬181.20EUR  â¬151.00 excl. VAT
Grieving as a Teacherâs Curriculum
Relevant Prose and Postscripts
Series: - Bold Visions in Educational Research, Volume: 67
Author:
Teachers are not automatons. An educatorâs personal values, concerns, and aspirations cannot be cleaved from oneâs professional life without impacting the quality and relevance of the teaching experience. This book examines spaces where the personal and professional intersect, thereby deepening our understanding of the nuances and complexities of a teacherâs work. It draws readers into places of vulnerabilityâmoments of grieving. As a teacherâs curriculumâas a curriculum of lifeâgrief has much to teach about sympathy, compassion, and resilience.
Educational philosophy, literary analysis, and reflective practice are used to explore ways grief can help us better ascertain the scope and depth of the educators we are and have the potential to become. Pieces of literature used include works by Pat Conroy, Charles Dickens, Stephen King, Rabindranath Tagore, Virgil, Franz Wedekind, and Virginia Woolf. Also included are ideas from a diverse set of educational philosophers, social and cultural commentators, poets, and more. Chapters conclude with "Topics for Reflection" for further individual and/or collective reflection and discourse.
Educators at all stages of their careers will benefit from this study that demonstrates the impact personal grieving can have on remembering, recovering, and reidentifying with oneâs mission and vision. As a resource for pre-service or veteran teachers, the text celebrates the power of introspection to transform our work, our lives, and the lives of our students. It is equally relevant for parents, coaches, mentors, and anyone who takes on the kinds of teacher roles that impact, nourish, and inspire the lives of others.
See inside the book.
Educational philosophy, literary analysis, and reflective practice are used to explore ways grief can help us better ascertain the scope and depth of the educators we are and have the potential to become. Pieces of literature used include works by Pat Conroy, Charles Dickens, Stephen King, Rabindranath Tagore, Virgil, Franz Wedekind, and Virginia Woolf. Also included are ideas from a diverse set of educational philosophers, social and cultural commentators, poets, and more. Chapters conclude with "Topics for Reflection" for further individual and/or collective reflection and discourse.
Educators at all stages of their careers will benefit from this study that demonstrates the impact personal grieving can have on remembering, recovering, and reidentifying with oneâs mission and vision. As a resource for pre-service or veteran teachers, the text celebrates the power of introspection to transform our work, our lives, and the lives of our students. It is equally relevant for parents, coaches, mentors, and anyone who takes on the kinds of teacher roles that impact, nourish, and inspire the lives of others.
See inside the book.
Edward Podsiadlik III, Ph.D., University of Illinois at Chicago, is Clinical Assistant Professor in the College of Education. His first book, Anecdotes and Afterthoughts: Literature as a Teacherâs Curriculum was published by Sense Publishers in 2014.
"Grieving as a Teacher's Curriculum awakened each of my senses: my classroom became more vivid and more invigorated; it manifested a sharpness I'd not felt; and I saw and heard my students with clarity and a new urgency. In this wise and surprising work Edward Podsiadlik shows us that grief is an essential part of the human condition, and mourning, an expression of our shared humanity. There is no room for grievance here, for whining or complaint, but only for the steady heart-beat of life as it's actually lived. Podsiadlik encourages us toward a fresh authenticity as he carefully and skillfully blows up the border wall between "teacher" and "human being." I put the book down, trembling, and happy again to be a teacher in this broken world." â William Ayers, Distinguished Professor of Education and Senior University Scholar (retired)
All interested in a caliber of teaching and learning that embraces the expanse and depth of an individualâs intellectual, emotional, social, and ethical potential.