In this article, I theorize a specific pedagogical moment as a teacher educator by taking up a particular aspect of phenomenological philosophy--the phenomenological reduction--and a particular conception of pedagogy informed by Bourdieu's philosophies--nomos and habitus--in order to put them in closer dialog with one another. I also bring…

This piece is an academic reflection on personal experiences of the education system through the critical lens of anti-oppressive and multicultural education. The author divides the page into academic discourse and personal experience, reflecting the boundaries between anecdotal evidence and academic discourse. Suggestions and observations are…

Six graduate students provide autobiographical accounts of their experiences as members of an informal, student-initiated, grade-free study group which met monthly to discuss issues in progressive education. (IAH)

The art education program at Syracuse University is described--coursework; practicums; graduate, undergraduate, and inservice workshops. Also included is a discussion of the author's perception of her role in the program; a role based upon the view of herself as a philosopher of art education. (IAH)

Describes the impact 1 creative first-grade teacher made on students over her 47 years of teaching and explains the importance of significant teachers on students' development and educational careers. The teacher made school a place of challenge and reward where students felt valued, comfortable, loved, and respected. (SM)

Telling teaching stories assists prospective teachers in becoming effective teachers of elementary school children. It offers preservice teachers and teacher educators the challenge of seeing themselves and the opportunity to reflect on their goals and practices. (IAH)

Content and methods are outlined for an undergraduate elementary social studies methods course. Course topics include structure of the discipline and its place in the curriculum, selecting concepts and facts to teach, how children reason and the implications for social studies teaching methods, instructional planning and techniques, and…

Teacher educators are responsible for preparing teachers to be culturally responsive. The paper presents a case study of one middle school teacher with a diverse group of students who led her classroom in a culturally responsive manner, examining teacher conceptions of self/other, teacher/student relations, and conceptions of knowledge. (SM)