استكشف المجموعة الواسعة من العناوين المتاحة.

Common to poetic inquirers is a sensitivity to the ways traditional qualitative analysis can systematize and simplify, oftentimes generating theories and practices that are out of kilter with our intuitive experience of being in the world. In this paper I look at how the richness of lived experience can be sustained in poetic inquiry, and in so doing, offer the terms fierce, tender, and mischievous as qualities of engagement that are often exemplified in the ways poetic inquirers live and work.

As teachers, we share experiences with one another. It is a way to make sense of our teaching lives and teaching selves. Ways of Being in Teaching is that kind of sharing; it is a scholarly conversation that will appeal to teachers who are tired of the tips and tricks, and want to talk more deeply about how to flourish in this profession.

Reflecting on a previous study of teachers' narratives, this epistolary conversation follows ideas of intensification and complexity that emerged in the authors' return to the narrative accounts. Their conversation highlights representations of teaching as a struggle for recognition, personal happiness, and security—all within a system of accountability. Of central concern is the concept of complicity and how it is related to the seduction of consent through which teachers encounter a discourse of professionalism. By way of countering a misrecognized professionalism, the authors suggest that teachers' narrative writings can be a means of forming a critical stance.

THEME 1-LETTING GO OF EXPECTATIONS The first theme Letting go of expectations speaks to the way(s) that the authors discuss how to foster creativity in teaching and learning. [...]Creativity within educational sciences in French speaking countries : A literature review\" by De Smet, Raileanu & Romero, examines the concept of creativity used in a wide variety of ways, in professional, technological, socio-economical, and educational settings. THEME 3: 21st CENTURY LEARNING The final theme, 21st century learning, offers examples of way(s) researchers and educators are pushing the limits of curriculum, technologies, and pedagogical approaches, in order to re-contextualize materials, knowledge and learning. [...]we hope that the insights from the author's included in this special issue inspire new ways of thinking about teaching and learning.

In this article the author considers the important relationship between aesthetics and empathy in human experience. Specifically he is interested in how being in the process of composition -- such as being in the midst of composing a poem -- can be like the process of composing a life. For both the poem and the person, there has been a widespread social tendency to place an inordinate amount of value on the finished product. The background for his composition of polyphonic poetry is Anderson's (1835) The Princess and Pea. In the foreground, he's written into the text \"a poet\" who is positioned as the princess in relation to the other interlocutors. In the self/other dialogue, by resisting the ideal versions of yourselves/others (and the final products of your poems (and others' poems), aesthetics thus becomes less a judgement of the product or outcome, and more a provocation of understanding during experience.

Advancement of an idea includes the problematization of it.[...]many of the contributions in this special issue question the underlying concepts by which creativity is understood.The questions they raise leave us wondering: \"... as products of a performative educational system and as teachers within a performative educational system, were we creative enough to face the challenges that would come?\" Working with a child with autism, Evrard and Bolduc (this issue) detail their use of music and song to help improve their participant's verbal and non-verbal social interactions and abilities.[...]a nation without a vibrant creative labor force of artists, writers, designers, scriptwriters, playwrights, painters, musicians, film producers, directors, actors, dancers, choreographers, not to mention engineers, scientists, researchers and intellectuals, does not possess the knowledge base to succeed in the Information Economy (p. 15).Because schools are public institutions, he argues, students have a legal right to enjoy the creative agencies, autonomies, and pursuits that are afforded anyone who works in a publicly funded institution.

In this article, we summarize research on Prince Edward Island where a Prince Edward Island teacher, identifying as an a/r/tographer, designed a digital and multiliteracies unit, as part of a directed studies course in her Master of Education program. Small in scope, this single participant case study was designed to give a fuller picture to three difficulties teachers often face when teaching new literacies. These are (1) applying multiliteracies theory, (2) thinking across literacies domains, and (3) assessing literacies holistically. Findings are derived from our six research conversations, and our discussion highlights the necessity of artistic ways of being and thinking for teacher education programs in the 21st century.