{"title":"要跑的课程","authors":"Tom Meyer","doi":"10.1086/708356","DOIUrl":null,"url":null,"abstract":"Educators carry self-constructed narratives about who they are as professionals. When they tell and retell versions of these stories to their students (and themselves), these stories become part of the curriculum. This article suggests that with the students, by examining stories “concealed” within educators’ “stock” stories, they can rethink the conscious or unconscious omission of unpleasant details, unresolved dilemmas, and lay bare issues of authority, credibility, and vulnerability inherent in teaching and learning.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"17 1","pages":"60 - 69"},"PeriodicalIF":0.6000,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708356","citationCount":"0","resultStr":"{\"title\":\"The Course to Be Run\",\"authors\":\"Tom Meyer\",\"doi\":\"10.1086/708356\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Educators carry self-constructed narratives about who they are as professionals. When they tell and retell versions of these stories to their students (and themselves), these stories become part of the curriculum. This article suggests that with the students, by examining stories “concealed” within educators’ “stock” stories, they can rethink the conscious or unconscious omission of unpleasant details, unresolved dilemmas, and lay bare issues of authority, credibility, and vulnerability inherent in teaching and learning.\",\"PeriodicalId\":41440,\"journal\":{\"name\":\"Schools-Studies in Education\",\"volume\":\"17 1\",\"pages\":\"60 - 69\"},\"PeriodicalIF\":0.6000,\"publicationDate\":\"2020-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1086/708356\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Schools-Studies in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1086/708356\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Schools-Studies in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1086/708356","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Educators carry self-constructed narratives about who they are as professionals. When they tell and retell versions of these stories to their students (and themselves), these stories become part of the curriculum. This article suggests that with the students, by examining stories “concealed” within educators’ “stock” stories, they can rethink the conscious or unconscious omission of unpleasant details, unresolved dilemmas, and lay bare issues of authority, credibility, and vulnerability inherent in teaching and learning.
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