Knowledge, Poetry and Action: Weaving Threads of Change in Classrooms
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.
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Document Type: Research Article
Affiliations: OISE, University of Toronto
Publication date: 01 January 2003
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