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|a Podsiadlik, Edward,
|c III,
|e author
|1 https://id.oclc.org/worldcat/entity/E39PCjJyj4C3RmxCBbVvWkCBbm
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| 245 |
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|a Anecdotes and afterthoughts :
|b literature as teacher's curriculum /
|c Edward Podsiadlik III.
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|a Rotterdam :
|b Sense,
|c [2014]
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|a 1 online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
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|a online resource
|b cr
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|a Bold visions in educational research ;
|v volume 42
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|a Includes bibliographical references.
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|a Print version record.
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|a TABLE OF CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- CHAPTER 1: PROLOGUE -- CHAPTER 2: CHARACTER AS DOPPELGANGER: The Red Badge of Courage, Stephen Crane -- FINDING THE PATH TO THE THRESHOLD OF TRANSFORMATION -- PASSING THROUGH THE THRESHOLD OF ILLUMINATION -- TRANSITIONING FROM PERSONAL EPIPHANY TO CLASSROOM PRACTICE -- TOPICS FOR REFLECTION -- CHAPTER 3: CHARACTER AS CONSCIENCE: Les Miserables, Victor Hugo -- EXPELLING THE SHADOW AND ENTERING THE LIGHT -- ENCOUNTERING OXYMORON -- ENDURING CONFLICTS OF CONSCIENCE -- TOPICS FOR REFLECTION
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|a CHAPTER 4: CHARACTER AS NEMESIS: American Idiot (Billie Joe Armstrong)THE ROAD TO THE BOULEVARD OF BROKEN DREAMS -- ONTO THE STREETS OF SHAME -- WAKE ME UP WHEN SEPTEMBER ENDS -- TOPICS FOR REFLECTION -- CHAPTER 5: DISCOURSE ONE -- CHAPTER 6: DIALOGUE AS MEANING-MAKING: Absolum, Absolum! (William Faulkner) Light in August (William Faulkner) The Sound and the Fury (William Faulkner) -- VERISIMILITUDE OVER VERIFIABILITY -- THE DREAM-WORK OF LANGUAGE -- WHEN A WORD IS WORTH A THOUSAND PICTURES -- TOPICS FOR REFLECTION -- CHAPTER 7: DIALOGUE AS IRONY: Seinfeld scripts
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|a RELATING ONE�S FICTION AS REALITYDISCOURSE THAT MAKES THE UNREAL REAL -- WHEN HAVING NOTHING IS THE SAME AS HAVING EVERYTHING -- TOPICS FOR REFLECTION -- CHAPTER 8: DIALOGUE AS A VEIL: Frankenstein (Mary Shelley) -- A VEIL OF FORM AND FUNCTION -- A VEIL OF POWER -- A VEIL OF ETHICS -- TOPICS FOR REFLECTION -- CHAPTER 9: DISCOURSE TWO -- CHAPTER 10: JOURNEY AS METAPHOR: Odyssey (Homer) -- JOURNEY OF INSPIRATION -- JOURNEY OF TRANSFORMATION -- JOURNEY OF TRANSCENDENCE -- TOPICS FOR REFLECTION -- CHAPTER 11: NIGHT AS METAPHOR: Night (Elie Wiesel)
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|a UNDISCOVERED SELFMETAPHORICAL CRUCIFIXION -- DESCENT INTO UNDERWORLD -- TOPICS FOR REFLECTION -- CHAPTER 12: DOUBLE-CONSCIOUSNESS AS METAPHOR: The Souls of Black Folk (W.E.B. Du Bois) -- IDENTITY AND INTEGRITY DISCOVERED -- SELF-RESPECT REALIZED -- INNER LIFE ACKNOWLEDGED -- TOPICS FOR REFLECTION -- CHAPTER 13: DISCOURSE THREE -- CHAPTER 14: EPILOGUE -- PERSONAL HOPES AND FUTURE POSSIBILITIES -- REFERENCES
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|a This qualitative journey explores how literature informs and challenges my underƠstanding of teaching and learning. Insights, questions, and conflicts are revealed through a series of essays in which my evolving teacher identity is illuminated through literature and imagination. Hopefully reading this portrayal of literature, which has been a source of educational insight and imagination for me, will be of use to other educators as they reflect on their own teaching. The primary works of literature used to facilitate this journey are: The Red Badge of Courage (1895), Les Miserables (1862), and American Idiot (2004); Light in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, Night (1960), and The Souls of Black Folk (1903). By delving beneath my exterior 'teacher mask, ' a collage of images, anecdotes, reflections, aspirations, and fears is exposed. As a resource for pre-service teachers or a reflective exercise for veteran teachers, this study aims to benefit educators by providing a new pathway through which to better understand their intrinsic identities as teachers. Each chapter concludes with "Recommendations for Reflection" that readers are encouraged to consider individuƠally and/or collectively. The spirit of daydreams allows me to integrate literature, autobiography, and imagiƠnation through inventive and inspired discourses with literary figures, using auƠthentic quotations as content for original commentaries that further examine the intrinsic nature of teacher identity. My hope is that this journey will inspire other educators to further reflect on realities and possibilities of what it means to be a teacher
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| 650 |
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|a Education
|x Philosophy.
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| 650 |
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|a Curriculum planning.
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| 650 |
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|a Literature
|x Study and teaching.
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| 650 |
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|a EDUCATION
|x Essays.
|2 bisacsh
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| 650 |
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|a EDUCATION
|x Organizations & Institutions.
|2 bisacsh
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| 650 |
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|a EDUCATION
|x Reference.
|2 bisacsh
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| 650 |
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|a Curriculum planning
|2 fast
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| 650 |
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|a Education
|x Philosophy
|2 fast
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| 650 |
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|a Literature
|x Study and teaching
|2 fast
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| 776 |
0 |
8 |
|i Print version:
|a Podsiadlik, Edward, III.
|t Anecdotes and afterthoughts
|z 9789462097278
|w (OCoLC)888449237
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| 830 |
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0 |
|a Bold visions in educational research ;
|v v. 42.
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| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=3034976
|y Click for online access
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