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Knowledge, Poetry and Action: Weaving Threads of Change in Classrooms

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This article chronicles the experiences of two language teacher educators who negotiate the tensions existing between knowledge as fact and knowledge as understanding, while teaching and living in the academy. Narrative fragments collected from teaching and learning experiences weave, like threads, into the broader literature in teacher education and educational reform. By creating a text that invokes readers’ theatre as the form/structure, we interweave the meanings we bring to the terms, ‘knowledge’, ‘poetry’ and ‘action’. We propose no simple answers; but rather, suggest alternate ways of knowing and being in the hope of moving towards a renewed understanding of and participation in the teaching profession.

Keywords: cultural identities; discourses; language teaching strategies; poetry; post-structuralism

Document Type: Research Article


Affiliations: OISE, University of Toronto

Publication date: January 1, 2003

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.

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