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Explicating Maxine Greeneâs Notion of Naming and Becoming: âI Am ... Not Yetâ
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This volume offers a Naming praxis with which teachers might more closely align with their ethical ideals in the midst of their daily practice and relationships with students. Framed ontologically in Maxine Greeneâs existential-phenomenological notion of Becoming, the author explicates Greeneâs Naming as a praxis within her own early teaching experiences through the interpretive methods of currere and teacher lore. This study evolves in epistolary conversation with Maxine Greene, teacher colleagues, and new teachers. It demonstrates the possibilities of applying critical reflective and discursive dialogue to the tensions of a teacherâs life of practice in order to identify the obstacles to and the opportunities of the Becoming of the teacher and the student(s) in the educational encounter.
Christine Debelak Neider, Ph.D. (2016), University of Pittsburgh, is an independent scholar/educator. She has been a teacher, community educator, and school leader in public and private PreK-12 schools. She also taught Social Foundations of Education and Curriculum Studies in university.
Introductory Letter to My Reader
1 Letters to Maxine
â1 Prologue
â2 Mindset
â3 Journey toward Maxine: Troubling Epistemology
â4 Imaging Ontological Possibilities
â5 Naming and Being
â6 Naming, Learning, and Social Imagination
2 Letters to My Colleague
â1 Toward a Method of Inquiry for a Teacher
â2 (Re)Claiming Interpreation: Currere
â3 Engaging Teachers in Inquiry: Teacher Lore
â4 Logics of a Naming Study
3 Letters to New Teachers
â1 Teaching Vignettes
â2 Disturbances
â3 âWeâ Know: Beginnings of Discursive Naming
â4 Naming a Feminized Profession
â5 Naming Hidden Work and (Mis)Understanding
â6 Being Ethical
â7 Becoming Possibilities
â8 Today
Concluding Letter to Fellow Teachers
Bibliography
Index
1 Letters to Maxine
â1 Prologue
â2 Mindset
â3 Journey toward Maxine: Troubling Epistemology
â4 Imaging Ontological Possibilities
â5 Naming and Being
â6 Naming, Learning, and Social Imagination
2 Letters to My Colleague
â1 Toward a Method of Inquiry for a Teacher
â2 (Re)Claiming Interpreation: Currere
â3 Engaging Teachers in Inquiry: Teacher Lore
â4 Logics of a Naming Study
3 Letters to New Teachers
â1 Teaching Vignettes
â2 Disturbances
â3 âWeâ Know: Beginnings of Discursive Naming
â4 Naming a Feminized Profession
â5 Naming Hidden Work and (Mis)Understanding
â6 Being Ethical
â7 Becoming Possibilities
â8 Today
Concluding Letter to Fellow Teachers
Bibliography
Index
All interested in teacher education, teacher inquiry, teaching ethics, curriculum studies, and social foundations of education.