reaking the Taboo!? A Survey on Taboos in Initial Teacher Education Evi Agostini, Nadja Köffler & Christian Kraler Department of Teacher Education and School Research School of Education/ University of Innsbruck AUSTRIA
IC Development of teacher education
IC Development of teacher education bservations: International student assessments social changes change, reform and development in teacher education on all levels - Initial Teacher Education (ITE) - Induction - Continuous professional development Resistance & pposition
IC Viscosity Seemingly contradiction (cf. change management, new public management): g e n e r a l acceptance & approval vs. resistance & opposition i n d e t a i l (concrete realisation) Two levels: Individual level (people/institution): resistance & opposition to the change aspect of development (d i r e c t l y a f f e c t e d ) System level: hierarchial self similar structures dichotomies (cf. Abbott 2001, Kraler 2012): - content level: knowledge - organisational level: power autorized to give directives subject to directives Where does it come from?
IC Havighurst Whitehead - Adorno Formal education tension between tradition and innovation A developmental task is midway between an individual need and a societal demand. It assumes an active learner interacting with an active social environment. (Havighurst 1948/72, p. vi) Robert Havighurst (1900 1991) The problem of education is to make the pupil see the wood by means of the trees. [ ] Reformation must begin at the other end. (Whitehead 1929, p. 6/8) A.N. Whitehead (1861 1947) - Authoritarian Personality - Dialectic of Enlightenment (Horkheimer/Adorno. 1947). - Half education Theodor W. Adorno (1903 1969)
IC Taboos on the teaching profession Education to Maturity (Erziehung zur Mündigkeit, Adorno 1971a) Famous key article: Education after Auschwitz education happens within an ongoing dialectic between individuals and the demands of society, education means an ongoing balancing of interests Taboos on the teaching profession Research Question: Taboos in Teacher Education
IC rigins and Use of the Term Taboo 1776 1912-1913 21st century Polynesian origin Ambiguity and Transculturality Initial Teacher Education T reach of Taboo A Captain James Cook: A Voyage to the Pacific cean
IC Research Questions Research questions on taboos in the context of initial teacher education? where? (who?) how #1? (identify/find) T what if? (change) A which? (content) why? (function) how #2? (preserved/mechanism) when? (time/stage)
IC Methodological Thoughts on the Potential of Images images as a medium to bring unspoken topics into light/ facilitate access to topics which people are reluctant to talk about (cf. ourdieu 1997, p. 792) Elicitation of discreet topics!? Use a picture. It is worth a thousand words. (Flenders 1911, p.18) advancement to deeper layers of latent and less-reflected topics (cf. remer & Teiwes- Kügler 2007, p.88) attempt to by-pass cognitive obstacles and discursive rationalisation (cf. remer & Teiwes-Kügler 2007, p.85) better expression of sensual, erotic and emotional feelings, experiences, fears and attitudes (cf. remer & Teiwes-Kügler 2007, p.99) images as opus operatum which point out a specific modus operandi (cf. ourdieu 1970, p.151) internalized dealing with taboos/collective patterns projective, associative and expressive manner to convey controversial topics (cf. Kepper 1996) People think in words and feel in images. ( Salcher 1995, p.63) 1st phase: focus on images 2nd phase: triangulation of images and text
IC Associative Impact of Images images as a medium to bring unspoken topics into light/ facilitate access to topics which people are reluctant to talk about (cf. ourdieu 1997, p. 792) Elicitation of discreet topics!? Use a picture. It is worth a thousand words. (Flenders 1911, p.18) advancment to deeper layers of latent and less-reflected topics (cf. remer & Teiwes- Kügler 2007, p.88) attempt to by-pass cognitive obstacles and discursive rationalisation (cf. remer & Teiwes-Kügler 2007, p.85) better expression of sensual, erotic and emotional feelings, experiences, fears and attitudes (cf. remer & Teiwes-Kügler 2007, p.99)
IC Thank you very much for your attention! Source: https://litreactor.com/columns/taboo-sixnew-adult-books-about-student-teacherromance
IC References Adorno, Th.W. (1971). Erziehung zur Mündigkeit. Frankfurt am Main: st. ourdieu, P. (1997). Verstehen. In ourdieu, P. et al. (Eds.): Das Elend der Welt. Konstanz: UVK- Verlagsgesellschaft, pp.779-802. ourdieu, P. (1970). Zur Soziologie der symbolischen Form. Frankfurt am Main: Suhrkamp. remer, H. & Teiwes-Kügler, Ch. (2007). Die Muster des Habitus und ihre Entschlüsselung. Mit Transkripten und Collagen zur vertiefenden Analyse von Habitus und sozialen Milieus. In: Friebertshäuser,, et al. (Eds.): ild und Text. Methoden und Methodologien visueller Sozialforschung in der Erziehungswissenschaft. pladen: Verlag arbara udrich. Flenders, T. (1911). Speakers Give Sound Advice. In: Syracuse Post Standard, March 28, p. 18. Freud, S. (1989). Das Tabu und die Ambivalenz der Gefühlsregungen. In: Freud, F. (Ed.): Totem und Tabu. Einige Übereinstimmungen im Seelenleben der Wilden und der Neurotiker (pp. 26-80). Frankfurt am Main: Fischer. Havighurst, R.J. (1972). Developmental Tasks and Education. New York: DMC. Kepper, G. (1996). Qualitative Marktforschung. Methoden, Einsatzmöglichkeiten und eurteilungskritieren. Wiesbaden: Deutscher Universitäts-Verlag. Marotzki, W. & Nieysto, H. (2007, Eds.). ildinterpretation und ildverstehen. Methodische Ansätze aus sozialwissenschaftlicher, kunst- und medienpädagogischer Perspektive. Wiesbaden: VS Verlag. Salcher, E. (1995). Psychologische Marktforschung. erlin/new York:de Gruyter. Spatscheck, Christian (2010). Theodor W. Adorno on Education the encyclopaedia of informal education. Retrieved from www.infed.org/thinkers/adorno_on_education.htm on [add date]. Whitehead, A.N. (1929). The Aims of Education. New York: FP
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