October 25, 2018
From STEM to STEAM has become a popular topic of pedagogical theorizing and practice in which the arts engage as threads interweaving the humanities and sciences expanding traditional norms of cognition. This is not a new idea but in today’s world prompts radical re-thinking about the future of schools and the emergence of coalitions that have the power to re-shape culture and re-contextualize education This presentation will argue for a reinscription of the arts in terms of “collaborative envisioning” in which social groups and cultural institutions form networks that highlight reflection, imagination and aesthetic sensibility reformulating ideas about teaching and learning and the sites where they take place.
For more on Professor Burton, visit her Teachers College Faculty page.
Watch the Facebook livestream of Professor Burton's lecture.
November 29, 2018
Qualitative researchers have grappled for decades now with imperatives generated by “the crisis of representation.” Thus, researching and its accompany writings continue to require “reflexivities of discomfort” – that is, interrogations of often habitual preoccupations, expectations, suppositions, fantasies that affect both our researching and the “writing up” of such efforts. But such questionings in no way are intended as means to guarantee “more accurate, truthful, decolonized” narrations of “self” and “other.” Rather, such reflexive practices also compel examinations of historically, culturally and socially contingent influences on all aspects of preparing for as well as engaging in research and its always-fraught representational writing endeavors.
Re-turning, in part, to Roland Barthes and his lectures on “The Preparation of the Novel,” I consider several on-going research projects in light of my entangling socialities, reflexivities of discomfort and (im)possible composings.
For more on Professor Miller, visit her Teachers College Faculty page.
Watch the video of Professor Miller's lecture, produced by Hua-Chu Yen.
February 19, 2019
Philosophers of education seek to contribute to the ethos of how people conceive and talk about education. They endeavor to show how this talk is bound up with notions of justice, of goodness, and of beauty. In an era of ‘alternative facts’ and unprincipled assaults on reasoned communication, their task has become all the more important. In this presentation, David Hansen proposes to counter harmful distortions about the practice of teaching and about what it means to be a teacher, whether of children, youth, or adults. He will reimagine the familiar, if poorly understood, idea of teaching as a calling. A vivid sense of calling, Hansen will suggest, positions teachers at all levels of the system to experience a deeply meaningful life while making a very real contribution to society. He will contrast this image of teaching with problematic conceptions that obstruct if not undermine the work of teachers and teacher educators. His animating concern is that accounts of teaching and of what it is to be a teacher matter: teachers live, work, suffer, and flourish under particular accounts. Hansen will argue that the idea of teaching as a calling speaks directly to the passion of teachers, while also constituting an enduring philosophy of education that can inform, sustain, and inspire them to work together in the name of education itself.
For more on Professor Hansen, visit his Teachers College Faculty page.