By Edward Podsiadlik III
This qualitative trip explores how literature informs and demanding situations my figuring out of educating and studying. Insights, questions, and conflicts are printed via a sequence of essays during which my evolving instructor identification is illuminated via literature and mind's eye. confidently examining this portrayal of literature, which has been a resource of academic perception and mind's eye for me, may be of use to different educators as they ponder their very own educating. the first works of literature used to facilitate this trip are: The pink Badge of braveness (1895), Les Miserables (1862), and American fool (2004); mild in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, evening (1960), and The Souls of Black people (1903). through delving underneath my external 'teacher mask,' a college of pictures, anecdotes, reflections, aspirations, and fears is uncovered. As a source for pre-service academics or a reflective workout for veteran academics, this learn goals to learn educators by means of supplying a brand new pathway by which to higher comprehend their intrinsic identities as academics. every one bankruptcy concludes with "Recommendations for mirrored image" that readers are inspired to think about separately and/or jointly. The spirit of daydreams permits me to combine literature, autobiography, and mind's eye via artistic and encouraged discourses with literary figures, utilizing actual quotations as content material for unique commentaries that extra study the intrinsic nature of instructor identification. My desire is this trip will encourage different educators to extra give some thought to realities and chances of what it ability to be a instructor.
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96) No teacher preparation course or text that I have read has identified the incredible moments of transformation described here: the moment when a teacher realizes that he has been so caught up in the role of teaching that he or she did not see or understand the humanity of the students. Valjean’s transformation marks the moment when the role of teacher becomes more real than the act of teaching. While Valjean was living under the shadow of spiritual and material poverty, his only thoughts were for his own individual well-being and survival.
More importantly, to what extent, if any, are we galley slaves with a conscience? Furthermore, to what extent are we teaching our students as if they were galley ‘slaves-in-training’? In what ways is curriculum and instruction used to train students to become passive or subordinate citizens oppressed by societal regulations, restrictions, and obligations? Or in what ways are we educators empowering them with tools and values they need to participate fully, actively, and meaningfully in society?
119) Without these external systems of operation, even the networks and systems of funding for public education would cease to exist. Without these, my students and I would have no consistent means or space to gather. ’ Valjean shows us that this is the “safest and the most dangerous” space to be. He accepts and embraces the mysteries of life’s as “he began to be known in the quarter as the beggar who gives alms” becomes a beggar who gives alms” (p. 373); and was “so happy that his conscience at last began to be troubled” (p.