Teacher Talk: A Post-Formal Inquiry into Educational Change

By Raymond A. Horn Jr. | Go to book overview

Appendix D

Ray's Reflections on Barry's Interview
11/14 — Session Two
The following comments are my reflections on this interview. To facilitate an understanding of what I mean: if I use a technical word, I will provide a definition or explanation of the word or idea. If you wish to read more about the idea, I can provide more information. Also, for convenience I will bold the technical/theory words.
1. The central ideas or values that seemed to pervade this interview were collegiality, respect, ownership, conversation, and community.
2. Once again you appeared to make a distinction between our school of the '70s and our school of the more recent years. The former being more collegial in that there seemed to be more respect between everyone (including administration), that there was more faculty ownership in decision making, more dialogical conversation, and a sense of community. The last being marked by more balkanized and individualized relationships and a definite adversarial relationship between faculty and administration.
3. Overall, you describe education during your 30 years as cyclic, trendy, faddish, and bandwagonish.
4. When asked about power and decision making, you indicated that joint agreement—cooperation—is the best way.
5. Once again you mentioned the open space as a type of facility that allowed people to communicate freely. Since we are now in separate, self-contained classrooms governed by a block schedule, what could we do to promote the collegial conversation that you describe in relation to the “old days”? What lessons can we draw from the pre-open space and open-space days that can help us reestablish collegial conversation?

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Teacher Talk: A Post-Formal Inquiry into Educational Change
Table of contents

Table of contents

  • Title Page *
  • Teacher Talk - A Post-Formal Inquiry into Educational Change *
  • Dedication *
  • Table of Contents *
  • Preface *
  • Introduction *
  • Chapter One - The Failure of Educational Change *
  • Chapter Two - A Post-Formal Inquiry *
  • Chapter Three - Education in Crisis: the Postmodern Context *
  • Chapter Four - A New Direction *
  • Chapter Five - Teacher Talk: Post-Formal Stories *
  • References *
  • Appendix A *
  • Appendix B *
  • Appendix C *
  • Appendix D *
  • Appendix E *
  • Index *
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