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Intangible, contingent, and transformational: The making of cosmopolitan teachers?

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Abstract:

Drawing upon interviews with international school teachers who have been teaching in the Global South, this presentation will first describe how teachers understand the content, modes and barriers to ‘transformative’ learning. Although some international teachers view their international experience as ‘transformative,’ others resist such a modifier conceiving their international experience with greater ambivalence. Teachers’ representations of their learning will then be situated with and against the more mainstreamed intercultural and transformative learning theoretical discourses. Finally, the presentation will attempt to frame the teachers’ conceptions of their learning—the intangible, contingent and transformational—as a set of vernacular cosmopolitanisms, drawing on postcolonial analytics to theorize subjectivity, the international experience and learning.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486416_index.html
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MLA Citation:

Tarc, Paul. "Intangible, contingent, and transformational: The making of cosmopolitan teachers?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486416_index.html>

APA Citation:

Tarc, P. "Intangible, contingent, and transformational: The making of cosmopolitan teachers?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486416_index.html

Publication Type: Panel Paper
Abstract: Drawing upon interviews with international school teachers who have been teaching in the Global South, this presentation will first describe how teachers understand the content, modes and barriers to ‘transformative’ learning. Although some international teachers view their international experience as ‘transformative,’ others resist such a modifier conceiving their international experience with greater ambivalence. Teachers’ representations of their learning will then be situated with and against the more mainstreamed intercultural and transformative learning theoretical discourses. Finally, the presentation will attempt to frame the teachers’ conceptions of their learning—the intangible, contingent and transformational—as a set of vernacular cosmopolitanisms, drawing on postcolonial analytics to theorize subjectivity, the international experience and learning.


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Making the Intangibles Tangible: How Special Education Teacher Candidates Enact Professional Dispositions during Student Teaching


 
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