Interruptions as collaborative grappling with time

Q3 Social Sciences

Journal of Curriculum and Pedagogy Pub Date : 2021-09-10 DOI:10.1080/15505170.2021.1967228

Cara E. Furman, Shannon M. Larsen

引用次数: 0

Abstract

Abstract Teachers face dilemmas of justice throughout their day that call for ethical decisions. Recent projects have focused on how teachers can be supported in making these decisions. In this paper we draw on practices in philosophy of education and math education to put forth our own method, Interruptions, for supporting teachers with the prosaic dilemmas of ethical teaching. After describing Interruptions and placing the method within a pre-service teacher education context, we then showcase how Interruptions helped us to grapple collaboratively with our use of time management in the classroom. In doing so, we describe how the current societal focus on productivity pulled us away from our commitment to sense making and how engaging in Interruptions helped us, as teacher educators, recenter ourselves by taking and giving time in our classrooms for those things we value most.

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中断是与时间的协作

摘要教师每天都面临着正义的困境，需要做出合乎道德的决定。最近的项目集中在如何支持教师做出这些决定上。在本文中，我们借鉴了教育哲学和数学教育的实践，提出了我们自己的方法，中断，以支持教师解决道德教学的平淡困境。在描述了中断并将该方法置于职前教师教育背景下之后，我们展示了中断如何帮助我们在课堂上协同使用时间管理。在这样做的过程中，我们描述了当前社会对生产力的关注是如何使我们偏离了对创造意义的承诺的，以及参与中断是如何帮助我们作为教师教育者，通过在课堂上花时间和付出时间来做我们最珍视的事情来重新定位自己的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Curriculum and Pedagogy Social Sciences-Education

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.