Layers of Learning

Lessons from a Life in Education
Erscheinungsjahr 2024
ISBN: 978-90-04-71363-5
Verlag: Brill

Buch, Englisch, 218 Seiten, Format (B × H): 158 mm x 235 mm, Gewicht: 340 g

In this book, an intellectual, professional, and personal memoir, Katherine Jelly examines a lifetime in education to argue for changes needed to sustain, strengthen, and renew our battered public schools. Mining her theoretical inquiry and her experience, she derives abiding ideas for critical, creative, and effectual teaching and learning, and proposes changes to K-12 schools, to teacher education, and to schools’ relationships to broader efforts at social change. Interweaving her studies and stories, grappling with the conundra, contradictions, and questions arising, Jelly frames the means and the actual potential for effecting meaningful, constructive change to public education in America.

Autoren/Hrsg.

Jelly, Katherine

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Introduction

1 Theory and Practice in Relation: Uncovering Significance and Dialectics of Meaning

2 Teaching and Learning for Real: Inquiry that Matters

3 What the Teacher Learned: Abiding Ideas for Teaching and Learning

4 Changing Schools, Changing Society: An Essential Dialectic

5 Returning to the If and the How: Achieving the Vision

PART 1: Teaching and Learning for Real: Mining the Journey

1 To Inquire for Real: What the Student Learned

1 Asking Honest Questions

2 Creativity and Connection: Opening to Self and Other

3 Gaining Theoretical Ground: Deepening Understanding

4 Meanings I Took

2 To Teach for Real: What the Teacher Learned

1 Following One’s Muse: My First Teaching Job

2 The Place of the Student: Why We Need to Teach as If People Matter

3 The Importance of Teaching: Recognizing Its Power

3 Sense of Self and Ethical Action: Significance in Teaching and Learning

1 Honing My Question

2 Between Autonomy and Sociality: Two Visions

3 Ideas and Consequences: Implications for Schools

4 Living the Theory: Dialectics of Meaning

1 Between Individual and Society: An Ongoing Dialectic

2 Knowing the Person: Being in Relation

3 Dialectics of Meaning

4 Knowing, Doing, and Being for Real

5 Learning in Community: What It Means, Why It Matters, How It Happens

1 Collaboration and Reflection: Creating a New Master of Education Program

2 Our Vision

3 Opening the Doors: Ideas in Action

4 Community as End, Community as Means

6 Critical Reflection as Empowerment: From Awareness to Agency

1 From Reflection to Action: Identity, Criticality, Vision, Voice, and Agency

2 Reclaiming Self and Soul: Learning to Teach and Teaching to Learn

3 Bringing It Home

7 On Being Female in a Male World: Finding One’s Voice in the Academy

1 A Case in Point

2 Coming to Awareness: Pieces of a Back Story

3 Examining One’s Story: Intersections and Implications

PART 2: Education toward Criticality and Creativity: Significance and Dialectics

8 The Place of Significance in Schools: Abiding Ideas for Teaching and Learning

1 Teaching for Significant Learning: Abiding Ideas

2 Dialectics of Meaning: Patterns and Implications

3 Significance in Education: Returning to a Key Concept

9 Preparing Critical Educators: The Teacher Education We Need

1 The Teachers We Need: What Are Our Ends?

2 The Teacher Education We Need: Fostering Criticality

3 Educating Teachers for Real: What Are the Means?

4 Sense of Self, Criticality, and Constructive Action

5 Living the Tensions, Attending to Dialectics

6 Significance in Teacher Education: Import and Impact

7 Teacher Education in Contexts: Constraints and Possibilities

10 Changing Schools, Changing Society: Improvement from Within and Without

1 Schools as Context: One Story

2 Schools as Context: Working on a Turkey Farm

3 “Reflection as Empowerment” Revisited: A Tale of One School

4 Schools in Contexts: Constraints and Possibilities

5 Changing Schools: How, and If, We Can

6 Dialectics Again: The Dance of Impact

7 Significance Reprised: Meaning and Method

Epilogue: A Tale of Two Teachers—Abiding Ideas in a Changing Context

1 Teaching from the Outside In

2 Finding the Connection

3 One School: Struggle and Possibility

4 Shifting Contexts, Perennial Questions, and Abiding Ideas

Index

Über Autor(innen)

Katherine Jelly, Director (retired) of the Center for Mentoring and Learning at Empire State College (now Empire State University) of SUNY, has published papers and chapters on teaching, reflective practice, and professional development. She also co-edited, with Alan Mandell, Principles, Practices, and Creative Tensions in Progressive Higher Education (Sense Publishers, 2017).