Teresa Strong‐wilson
Biographic Data
| ID | 4860726 |
|---|---|
| NAME | Teresa Strong‐wilson |
| GIVEN NAMES | Teresa |
| FAMILY NAME | Strong‐wilson |
| SIGNATURE | WILSON T S |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0002-6823-4909 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Locked in and locked out: Covid-19 and teaching “remotely”
A questão do currículo em tempos sombrios: Hannah Arendt, W. G. Sebald e professores como sujeitos autobiográficos
Este artigo explora as interseções entre as escritas de Arendt sobre vidas e a versão de Sebald da vida-escrita, buscando refletir sobre como essas interseções contribuem para a questão do sujeito autobiográfico nos estudos curriculares conforme pertencem ao discernimento da relação entre pensamento e juízo. Argumenta como questões recorrentes da educação atual, como a redução dos professores e alunos a números, instrumentos, comportamentos, serv…
Keeping her Feet on the Ground
Going Down the Rabbit-hole: Teachers’ Engagements with ‘Dialectical Images’ in Canadian Children’s Literature on Social Justice
This article explores the attraction of Canadian elementary teachers to children's stories that narrate trauma, particularly the trauma associated with First Nations peoples' experiences in Canadian residential schools as told by Indigenous authors. The teachers' responses to these texts are conceived of as occurring within a 'contact zone,' situated between dominant white culture (the culture shared by the teachers) and the historically marginal…
‘White female teacher arrives in native community with trunk and cat’: Using self-study to investigate tales of traveling White teachers
Things Fall Apart and Come Together: Using the Visual for Reflection in Alternative Teacher Education Programmes
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching …
Gathering in the Dusk: Circling Back to Literacy Formations as Teachers ‘Learn with Laptops’
This Issue
Children and Place: Reggio Emilia's Environment As Third Teacher
Education is often understood as the sole responsibility of parents and teachers. Reggio Emilia identifies a 3rd teacher between child, teacher, and parent: the environment. In its attention to how space can be thoughtfully arranged, Reggio Emilia has reconceptualized space as a key source of educational provocation and insight. In what ways does this idea support and challenge existing understandings within early childhood education? The article…
This Issue: Reggio Emilia
Touchstones as s prezzatura: The significance of attachment to teacher literary formation
A touchstone is a smooth dark stone that, when rubbed against gold and silver, proves the metal's quality. Figuratively, it has come to signify ‘that which serves to test or try the genuineness of anything’ (Oxford English Dictionary). Here I consider why certain literary ‘touchstones’ of teachers are more formative than others. This leads to an exploration of the close association between the aesthetics of literary response and the sprezzatura o…
Children and Place: Reggio Emilia's Environment As Third Teacher
Education is often understood as the sole responsibility of parents and teachers. Reggio Emilia identifies a 3rd teacher between child, teacher, and parent: the environment. In its attention to how space can be thoughtfully arranged, Reggio Emilia has reconceptualized space as a key source of educational provocation and insight. In what ways does this idea support and challenge existing understandings within early childhood education? The article…
This Issue: Reggio Emilia
Touchstones as s prezzatura: The significance of attachment to teacher literary formation
A touchstone is a smooth dark stone that, when rubbed against gold and silver, proves the metal's quality. Figuratively, it has come to signify ‘that which serves to test or try the genuineness of anything’ (Oxford English Dictionary). Here I consider why certain literary ‘touchstones’ of teachers are more formative than others. This leads to an exploration of the close association between the aesthetics of literary response and the sprezzatura o…
This Issue
Children and Place: Reggio Emilia's Environment As Third Teacher
Education is often understood as the sole responsibility of parents and teachers. Reggio Emilia identifies a 3rd teacher between child, teacher, and parent: the environment. In its attention to how space can be thoughtfully arranged, Reggio Emilia has reconceptualized space as a key source of educational provocation and insight. In what ways does this idea support and challenge existing understandings within early childhood education? The article…
This Issue: Reggio Emilia
Gathering in the Dusk: Circling Back to Literacy Formations as Teachers ‘Learn with Laptops’
‘White female teacher arrives in native community with trunk and cat’: Using self-study to investigate tales of traveling White teachers
Things Fall Apart and Come Together: Using the Visual for Reflection in Alternative Teacher Education Programmes
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching …
Going Down the Rabbit-hole: Teachers’ Engagements with ‘Dialectical Images’ in Canadian Children’s Literature on Social Justice
This article explores the attraction of Canadian elementary teachers to children's stories that narrate trauma, particularly the trauma associated with First Nations peoples' experiences in Canadian residential schools as told by Indigenous authors. The teachers' responses to these texts are conceived of as occurring within a 'contact zone,' situated between dominant white culture (the culture shared by the teachers) and the historically marginal…
Keeping her Feet on the Ground
A questão do currículo em tempos sombrios: Hannah Arendt, W. G. Sebald e professores como sujeitos autobiográficos
Este artigo explora as interseções entre as escritas de Arendt sobre vidas e a versão de Sebald da vida-escrita, buscando refletir sobre como essas interseções contribuem para a questão do sujeito autobiográfico nos estudos curriculares conforme pertencem ao discernimento da relação entre pensamento e juízo. Argumenta como questões recorrentes da educação atual, como a redução dos professores e alunos a números, instrumentos, comportamentos, serv…
Locked in and locked out: Covid-19 and teaching “remotely”
Pedagogy (7 works) · Psychology (6 works) · Art (5 works) · Sociology (5 works) · Mathematics education (4 works) · Art Education and Development (3 works) · Computer Science (3 works) · Aesthetics (2 works) · Communication (2 works) · Digital Storytelling and Education (2 works)