Just Who Do We Think We Are?


Book Description

Drawing upon diverse and specific examples of self-study, described here by the practitioners themselves, this unique book formulates a methodological framework for self-study in education. This collection brings together a diverse and international range of self-studies carried out in teacher education, each of which has a different perspective to offer on issues of method and methodology, including: * memory work * fictional practice * collaborative autobiography * auto-ethnography * phenomenology * image-based approaches. Such ethical issues likely to arise from self-study as informed consent, self-disclosure and crises of representation are also explored with depth and clarity. As method takes centre stage in educational and social scientific research, and self-study becomes a key tool for research, training, practice and professional development in education, Just Who Do We Think We Are? provides an invaluable resource for anyone undertaking this form of practitioner research.




Who Do We Think We Are?


Book Description

This empirical study explores how the sampled priests understand their priesthood. Chris A. Fallon reviews Liverpool's history of expansion and decline, which has left fewer and older priests serving fewer active Catholics and an undiminished number who still require baptisms, first communions, marriages and funerals. It contrasts the models of priesthood found in Liverpool with American studies of the cultic and servant leader models of priesthood, taking into account the theological viewpoints and personality profiles of the individuals who took part.




Who Do We Think We Are


Book Description

This book is about humanity. It questions the essence of who we are as an individual, as part of a shared community and as a species from various perspectives. We are seekers….We want to know the answers to the essence and intricate mechanisms of everything that concerns us and everything around us. What is it all about? How and why do things happen? We want to know the cause or causes. Is there an ultimate cause for who I am and who do we think we are? Frequently, we find ourselves contemplating: What course of action should we pursue? To live or merely to survive. As we strive to gain knowledge, it is important to recognise the essential role of effort in navigating the complex fabric of life. I believe that every individual, at various junctures, assumes the role of a philosopher, thereby engaging actively in the pursuit of wisdom and knowledge. Therefore, seeking answers to these fundamental questions is not solely reserved for intellectuals, theologians and esotericists, but rather it is a matter that should engage the attention of anyone possessing a modicum of rationality. The subject matter encapsulated within the pages of this book has been expounded upon by a multitude of erudite authors and profound thinkers, who have traversed the realms of knowledge and contemplation. Drawing upon my perception, I have attempted to reconnect the scattered dots, unveiling my discernment of the world and the essence of humanity. The resultant canvas, adorned with enigmatic queries, beckons us to embark upon a journey of introspection and enlightenment, ultimately leading each one of us to an understanding of who do we think we are. This is Volume I, and it covers the first section of mysteries. Volume II covers miracles and mythology and concludes with my own thoughts.




Research Methods for the Self-Study of Practice


Book Description

This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.




A Destiny After God


Book Description

Do we know the purpose of God for our life? God desired man from the beginning to have a destiny in life after Him! What are we in covenant with? The handwriting is on the wall! God is making a 911 call to man to seek the destiny He have for their life! Man's inability to recognize God's destiny for them, causes us to not know the end times upon us. Repent, the Kingdom of Heaven is at hand. Many have been denied in reaching destiny, but; not denied. We will reach that destiny, comprehend the times.




Making Connections


Book Description

This book follows on from a symposium that was held in Durban, South Africa in July 2007. The symposium was called "'Seeing for Ourselves': Exploring the Practice of Self-Study in Teaching, Learning and Researching for Social Change". The Durban Symposium, as called in this book, was actually the second in a series of invitational international symposia organized through the second in a series of invitational international symposia organized through the Centre for Visual Methodologies for Social Change in the Faculty of Education, University of KwaZulu-Natal. Committed as it is to the use of visual and other participatory methods within textual research in order to bring about social action, the Centre for Visual Methodologies for Social Change started off its symposia series with "Putting People in the Picture", an event that eventually led to the publication of an edited book, Putting People in the Picture: Visual Methodologies for Social Change (edited by Naydene de Lange, Claudia Mitchell, & Jean Stuart, 2007).




Putting People in the Picture


Book Description

The book takes up some of the theoretical and practical challenges offered by Visual Sociology, Image-based Research, Media Studies, Rural Development, and Community-based and Participatory Research, and in so doing offers audiences an array of visual approaches to studying and bringing about social change.




Safe Spaces


Book Description

This book examines the crucial issues affecting Human Rights Education in contexts of culture, religious and societal diversity. It exhibits an impressive scholarly achievement, capturing and combining the insights of both established academics and emerging researchers. Each author succeeds in distilling the knowledge of their particular fields of interest, as well as conveying the essence of their intuitive understanding and the richness of the context. This book considers a variety of connected content and methodological issues in three major sections: ‘Philosophical and policy perspectives’, ‘Gender discourses: diverse perspectives’ and ‘Discourses on narratives as safe spaces’. The Edition is further strengthened by allowing international reviewers the opportunity of engaging with the contributors in the Introduction and Conclusion, an innovative departure from conventional formats and which will provide a global perspective to the readers. The focus of the various chapters succeeds in establishing both a foundation and platform for dialogue surrounding human rights and human rights education in modern policy and governance. Aptly named “Safe Spaces”, the Edition offers in-depth and credible (“safe”) nuances (“spaces”), in terms of the somewhat reified concept of human rights, at a time when human rights remains a highly topical and contested international issue. As such, the book imparts an immense scope of theoretical and empirical perspectives, reflected by the distinguished intellectuals who navigate the terrain of their respective disciplines with profound erudition. This book represents a collaborative effort of immeasurable value. This exemplary edition is both timeous, and will prove timeless.




Critical Readings in Teacher Education


Book Description

Like other fields of study, teacher education defines itself both by what it includes and by what it excludes. Teacher educators and researchers have spent a great deal of time seeking and attempting to eradicate the flaws in existing structures and practices, but significantly less time learning to perceive the absences.




Hearings


Book Description