Imagined Worlds and Classroom Realities Mythopoetic Provocations for
"Stories matter. Stories speak about complex aspects of our lives that intuitively we know are important but for which the language of rational discourse is often inadequate. Stories draw on archetypal structures and evocative language in ways that create
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Imagined Worlds and Classroom Realities Mythopoetic Provocations for Teachers and Teacher Educators
Steve Shann University of Canberra, Australia
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-885-5 (paperback) ISBN: 978-94-6209-886-2 (hardback) ISBN: 978-94-6209-887-9 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Cover design by Solomon Karmel Shann
Printed on acid-free paper
All Rights Reserved © 2015 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
To Jo Karmel, who in so many ways made the writing of these stories possible
… learning to teach is not a mere matter of applying decontextualized skills or of mirroring predetermined images; it is time when one’s past, present, and future are set in dynamic tension. Learning to teach – like teaching itself – is always the process of becoming: a time of formation and transformation, of scrutiny into what one is doing, and who one can become. Deborah Britzman (2003, p. 31) … for our old-fashioned country life had many different aspects, as all life must have when it is spread over a various surface, and breathed on variously by multitudinous currents, from the winds of heaven to the thoughts of men, which are for ever moving and crossing each other with incalculable results. George Eliot Silas Marner (p. 23)
TABLE OF CONTENTS
Preface
ix
Acknowledgements
xiii
PART A: Storytelling in Teacher Education Storytelling in teacher education
3
PART B: The Stories Great Expectations Both Alike in Dignity Agitations and Animations Sally and the Universarium The Two Boxes of Mystery Sylvia’s Distress Talk Missing The Lecture
11 13 29 35 51 65 73 93 101
PART C: Notes About the Stories and Provocations Notes about the Stories Provocations for Teachers and Teacher Educators Bibliography
vii
119 129 135
PREFACE
1.
This morning as I was putting the kettle on to make the morning cup of tea, I noticed on the kitchen bench a printout of one of my son’s recent university essays. This was one was called ‘Can Winnie-the-Pooh be seen as an educational text?’. I read it as I drank my tea. There was a section in it where he’d drawn on Hoff’s The Tao of Pooh to discuss the poem ‘Cottleston Pie’, the first verse of which reads: Cottleston, Cottleston, Cottleston Pie. A fly can’t bird, but a bird can fly. Ask me a riddle and I reply: Cottleston, Cottleston, Cottleston Pie. In what I found to be a delightful paragraph, my son connected this to a game he used to play as a toddler. When I was a great deal younger, I owned a plastic house that had holes in its roof. Each hole was
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