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Living curriculum with young children : the journey of an early childhood educator : the tangled gardenHayward-Kabani, Christianne 05 1900 (has links)
This thesis chronicles a journey for which there is no end. The journey is the author's
search for authentic curriculum -- teaching and learning built around socially relevant
themes, designed through an organic development process, and negotiated in relation
to the interests of individual learners and the communities that support them.
In struggling to find a "lens" that would allow children to navigate change in an
increasingly complicated society, the author shifted her focus from the substantive
domain to the perceptual. Influenced by Case's (1995) discourse regarding the
nurturing of "global perspectives" in young children, the author identified nine
characteristics of a "global/diversity" perspective. Rather than infusing curriculum with
more information, teachers would nurture an approach to learning that permits
children to suspend judgment, entertain contrary positions, anticipate complexity, and
tolerate ambiguity. Through the use of "counter-hegemonic" children's literature the
author found she could nurture the "seeds" of alternative perspectives forming a strong
foundation for understanding and tolerance in the classroom and beyond. It is
important to emphasise that the author had to internalise a "global/diversity
perspective" herself in order to nurture it in others through a generative process she
refers to as "living curriculum".
The research methodology of currere was employed as a means of exorcising the
unacknowledged biases, personal contradictions, and divergent influences that have
fed the author's identity, and thus necessarily informed her philosophies and actions
as an educator. The methodology of autobiography was a critical factor in permitting
the author to recognise and take ownership of her own education. Autobiography led
her into the tangled garden and compelled her to make sense of its organic cycles.
The method of autobiography typically rattles the comfort margins of educational
researchers who see it as patronising sentimentality, rather than a rigorous analysis of
self-knowledge within contemporary scholarship. It is important that autobiographical
researchers demonstrate resonance of their lived experience in scholarly discourse
and pedagogy. The author discusses a number of possible criteria that could be used
to evaluate autobiographical research - the most important of these being that the
work spawns reflection and stirs praxis within the reader.
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Living curriculum with young children : the journey of an early childhood educator : the tangled gardenHayward-Kabani, Christianne 05 1900 (has links)
This thesis chronicles a journey for which there is no end. The journey is the author's
search for authentic curriculum -- teaching and learning built around socially relevant
themes, designed through an organic development process, and negotiated in relation
to the interests of individual learners and the communities that support them.
In struggling to find a "lens" that would allow children to navigate change in an
increasingly complicated society, the author shifted her focus from the substantive
domain to the perceptual. Influenced by Case's (1995) discourse regarding the
nurturing of "global perspectives" in young children, the author identified nine
characteristics of a "global/diversity" perspective. Rather than infusing curriculum with
more information, teachers would nurture an approach to learning that permits
children to suspend judgment, entertain contrary positions, anticipate complexity, and
tolerate ambiguity. Through the use of "counter-hegemonic" children's literature the
author found she could nurture the "seeds" of alternative perspectives forming a strong
foundation for understanding and tolerance in the classroom and beyond. It is
important to emphasise that the author had to internalise a "global/diversity
perspective" herself in order to nurture it in others through a generative process she
refers to as "living curriculum".
The research methodology of currere was employed as a means of exorcising the
unacknowledged biases, personal contradictions, and divergent influences that have
fed the author's identity, and thus necessarily informed her philosophies and actions
as an educator. The methodology of autobiography was a critical factor in permitting
the author to recognise and take ownership of her own education. Autobiography led
her into the tangled garden and compelled her to make sense of its organic cycles.
The method of autobiography typically rattles the comfort margins of educational
researchers who see it as patronising sentimentality, rather than a rigorous analysis of
self-knowledge within contemporary scholarship. It is important that autobiographical
researchers demonstrate resonance of their lived experience in scholarly discourse
and pedagogy. The author discusses a number of possible criteria that could be used
to evaluate autobiographical research - the most important of these being that the
work spawns reflection and stirs praxis within the reader. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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Towards the biochemical nature of learning and its implication for learning, teaching and assessment : a study through literature and experiences of learners and educatorsTimm, Delysia Norelle 16 October 2013 (has links)
Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2013. / In this study I have explored scientific insights towards establishing how the
biochemistry of the human being could have a significant impact on human learning
in a number of different ways. I have discovered that the biochemistry within the
whole human being is triggered by the molecules of emotion occurring in a
psychosomatic network active throughout the whole being. The molecules of
emotion are neuropeptides such as endorphins, linked to their receptors, such as
opiate receptors. This triggering of the molecules of emotion constitutes the pleasure
principle which enables and encourages learning. In addition, the growth of myelin
ensheathing all the neurons, through a process of myelination, also informs human
learning biochemically. These biochemical processes make human learning ‘active’.
These biochemical processes also constitute a network of subtle energies operating
in the viscera of all human beings, and so account for the anthropology of learning,
viz. what is common to all human learning, regardless of ethnic group, language,
economic circumstances, religious belief system, level of education, social class,
age, gender, rural or urban location, inter alia.
I have then drawn on my own learning experiences – my autobiography - and the
experiences of others – an autoethnography - for evidence of the operation of the
biochemistry in my and their learning. I have presented evidence of the emotions of
joy, love and fun activating whole-being-learning that occurs in all of personal,
spiritual and educational human learning.
I have described my living spiritual and living educational theory as one where
human learning happens when there is joy-filled love and love-filled joy within a safe
community of practice. Within this safe community of practice, at least three aspects
are argued to be features of whole-being-learning:
the relationships between the learners, their teachers and the subject are
characterised by joy-filled love and love filled joy.
the talents and gifts of both the learners and the teachers are explored,
celebrated, and used for inclusive benefit.
the knowledges of, about, and between, learners and teachers become
integrated and coherent.
My original contributions to the body of scholarly knowledge evidenced by my
study include the following :
I have established the link between human learning as a biochemical process
and the efficiency of games as a learning tool, thereby showing the link
between learning and fun.
I have explored the holistic, organic intrinsic connections between personal,
spiritual and educational human learning.
I have contributed to a growing understanding of the study of self as a subject
and object in terms of my ways of human knowing (my epistemology), my
ways of being human (my ontology) and my values (my axiology) which
(in)form my attitudes of joy-filled love and love filled joy in all that I do.
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His story, a novel memoir (novel) ; and Fish out of water (thesis)Gray, Nigel, January 2009 (has links)
His Story takes the form of a fictive but autobiographically based investigation into the child and young adult I used to be, and follows that protagonist into early adulthood. It tries to show the damage done to that character and the way in which he damaged others in turn. As Hemingway said, We are all bitched from the start and you especially have to hurt like hell before you can write seriously. More importantly, the main protagonist is somebody who became concerned with, and cognizant of the main political and social events of his day. His life is set in its social context, and reaches out to the larger issues. That is to say, the personal events of the protagonist's life are recorded alongside and set in the context of the major events taking place on the world stage. The manuscript is some sort of hybrid of novel, autobiography, and historical and social document. As Isaac Bashevis Singer said, The serious writer of our time must be deeply concerned about the problems of his generation. In order to make His Story effective in sharing my ideas and beliefs, and, of course, in order to protect the innocent and more particularly, the guilty, it is created in the colourful area that is the overlap between memory and fiction. When we tell the stories of our lives to others, and indeed, to ourselves, we prise them out of memory's fingers and transform them into fiction. To write autobiography well, as E.L. Doctorow said, you have to invent everything, even memory.
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