Abstract
As a teacher educator I talk a lot with my pre-service teachers about how their own experiences of life, education, politics and culture inform, shape and frame their actions and perspectives as learners and teachers. Heavily influenced by the work of Paolo Freire, my teaching emphasises a dialogical, participatory and fundamentally social understanding of learning (Freire, 1970). So my students and I talk a lot. About life, about our own schooling, our own experiences. It occurred to me recently, when I hit a brick wall in my Ph.D. studies, that while generous in reflecting on my own schooling and my experiences as a teacher with my students, I had never taken the time to reflect on my experiences as a postgraduate learner, despite a semi-constant and semi-conscious disquiet.
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References
Apple. M. (2011). The Tasks of the Critical Scholar/Activist in Education: the Contribution of José Gimeno Sacristán. Revista de Educación, 356(Septiembre-Diciembre 2011), 235-250.
Apple, M. (2007). On the tasks of the critical educational scholar/activist. Melbourne: Paper presented to the School of Education, Victoria University, June 2007.
Freire P. Pedagogy of the Oppressed. London: Penguin Books Ltd.; 1970.
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Williams, J. (2012). Why I Became a Teacher Activist. In: Ryan, M. (eds) Reflections on Learning, Life and Work. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-025-5_16
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DOI: https://doi.org/10.1007/978-94-6209-025-5_16
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-025-5
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