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    Steal This Classroom

    Teaching and Learning Unbound

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    Author(s)
    Cohen, Jody
    Dalke, Anne
    Collection
    ScholarLed
    Language
    English
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    Abstract
    Jody Cohen and Anne Dalke construe “classrooms” as testing grounds, paradoxically boxed-in spaces that cannot keep their promise to enclose, categorize, or name. Exploring what is usually left out can create conditions ripe for breaking through, where real and abstract reverse and melt, the distinction between them disappearing. These are ecotones, transitional spaces that are testing grounds, places of danger and opportunity.In college classrooms, an urban high school, a public library, a playground, and a women’s prison, Anne and Jody share scenes where teaching and learning take them by surprise; these are moments of uncertainty, sometimes constructed as failure. Digging into and exploding such moments reveals that they might be results of institutional pressures, socioeconomic and other diversities not acknowledged but operating and entangling individuals and ideas. Classrooms are sometimes “stolen” by the complex systems surrounding and permeating the activities that take place there; Jody and Anne explore ways to steal them back. Examining what is hidden but present in such moments can turn them into breakthroughs, powerful learning for educators and students—revealing how failure itself might not be what it seems.Moving back and forth between micro and macro in a continual interplay across individuals, groups, and institutions, and organizing their experiences and philosophies of teaching under the rubrics of Playing, Haunting, Silencing, Unbecoming, Leaking, Befriending, Slipping, and Reassembling, Anne and Jody try out alternative tales, exploring a pedagogical orientation that is ecological in the largest sense, engaging teachers and students in re-thinking learning and teaching in classrooms, and in their larger lives, as complex, enmeshed, volatile eco-systems.
    URI
    http://library.oapen.org/handle/20.500.12657/23658
    Keywords
    inclusive education; pedagogy; prison system; unlearning; cognitive studies; philosophy of education; sustainability
    DOI
    10.21983/P3.0261.1.00
    ISBN
    9781950192380, 9781950192373
    OCN
    1135844884
    Publisher
    punctum books
    Publisher website
    https://punctumbooks.com/
    Publication date and place
    Brooklyn, NY, 2019
    Classification
    Philosophy & theory of education
    Moral & social purpose of education
    Educational strategies & policy
    Education: care & counselling of students
    Teaching of specific groups & persons with special educational needs
    Pages
    446
    Rights
    https://creativecommons.org/licenses/by-nc-sa/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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