Le mystère dans le développement des programmes d’études : Apprendre à se connaître en tant que personnel enseignant et individus dans le monde
DOI :
https://doi.org/10.25071/1916-4467.40834Mots-clés :
récit, programme d'études, currere, mystère, expérience personnelleRésumé
Dans cet article, nous abordons le mystère dans l’élaboration des programmes d’études d'une approche personnelle et narrative. Nous partageons notre conviction que le mystère est omniprésent à travers le temps et les situations, dans la profession enseignante et au-delà, dans les mondes que nous habitons au quotidien avec les autres. En tant que deux qui font la recherche d’auto-étude narrative depuis de nombreuses années, nous nous tournons vers les travaux de Michael Connelly et Jean Clandinin, William Pinar, Ted Aoki et Maxine Greene pour illustrer notre point de vue selon lequel le mystère nous attend lorsque nous découvrons un nouveau sens aux histoires significatives que nous avons vécues et qui informent continuellement notre apprentissage et notre compréhension. Nous décrivons deux théories que nous utilisons pour guider la découverte du mystère que recèlent dans nos histoires : l'une est l'enquête narrative de Connelly et Clandinin et l'autre, le currere de Pinar. Toutes deux conçoivent le développement du programme comme un chemin continu et circulaire dans lequel il est toujours possible de trouver de nouvelles significations à partir de nos expériences, qui peuvent nous ouvrir à de nouveaux mondes, où nous pouvons, dès ce moment-ci, vivre et partager des interactions avec d'autres.
Références
Aoki, T. (2005). Teaching as in-dwelling between two curriculum worlds. In W. Pinar & R. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 159-165). Lawrence Erlbaum.
Arendt, H. (1972). Crises of the republic. Harvest Books.
Arendt, H. (1998). The human condition (2nd ed.). University of Chicago Press. (Original work published 1958)
Atkinson, R. (1995). The gift of stories. Bergin & Garvey.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1997). Women’s ways of knowing: The development of self, voice and mind. Basic Books.
Dewey, J. (1910). The influence of Darwin on philosophy. Henry Holt.
Dewey, J. (1938). Experience and education. Collier Macmillan.
Clandinin, D. J., & Connelly, F. M. (2004). Knowledge, narrative and self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study in teaching and teacher education practices (pp. 575-600). Springer.
Clandinin, D. J., & Connelly, F. M. (1994). Personal experience methods. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 413-427). Sage.
Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. Teachers College Press.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
Cole, A. L., & Knowles, J. G. (2008). Arts-informed research. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspective, methodologies, examples and issues (pp. 55-70). Sage.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. Teachers College Press.
Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733-768). Sage.
Greene, M. (1978). Landscapes of learning. Teachers College Press.
Green, M. (1995a). Discovering a Pedagogy. In Releasing the imagination: Essays on education, the arts, and social change. (pp. 44-59). Jossey-Bass.
Greene, M. (1995b). Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass.
Greene, M. (1995c). Social Vision and the Dance of Life. In Releasing the imagination: Essays on education, the arts, and social change. (pp. 60-72). Jossey-Bass.
Heidegger, M. (1996). Being and time (J. Stambaugh, Trans.). State of New York Press. (Original work published 1927)
Palmer, P. (2000). Let your life speak. Jossey-Bass.
Palmer, P. (2004). A hidden wholeness. Jossey-Bass.
Pinar, W. F. (1994). Autobiography, politics and sexuality: Essays in curriculum theory 1972-1992. Peter Lang.
Pinar, W. F. (2012). What is curriculum theory? Routledge.
Pinar, W. F. (2016). Educational experience as lived: Knowledge, history, alterity. Routledge.
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum. Peter Lang.
Podolski, A. G. (2018). Towards a personal philosophy of curriculum: Approaching currere and narrative inquiry within an Aokian paradigm of reciprocity. [Doctoral dissertation, Nipissing University]. University of Toronto TSpace. http://hdl.handle.net/1807/92715
Podolski, A. G. (2021). From a steel town down: Gifts, grace and gratitude. In C. Shields, A. G. Podolski, & J. J. Guiney Yallop (Eds.), Influences and inspirations in curriculum studies research and teaching: Reflections on the origins and legacy of contemporary scholarship (pp. 147-153). Routledge.
Shields, C. (1997). Behind objective description: Special education and the reality of lived experience [Doctoral dissertation, University of Toronto]. TSpace. http://hdl.handle.net/1807/10568
Shields, C. (2005). Using narrative inquiry to inform and guide our (re) interpretations of lived experience. McGill Journal of Education, 40(1), 179-188. https://mje.mcgill.ca/article/view/556
Shields, C. (2019). The power of curriculum as autobiographical texts: Insights from utilizing narrative inquiry self-study in research, teaching, and living. In C, Herbert, N. Ng-A-Fook, A. Ibrahim, & B. Smith (Eds.), Internationalizing curriculum studies (pp. 177-189). Palgrave Macmillan. https://doi.org/10.1007//978-3-030-01352-3_11
Zemblas, M. (2003). Interrogating “teacher identity”: Emotion, resistance, and self-formation. Educational Theory, 53(1) 107-127. https://doi.org/10.1111/j.1741-5446.2003.00107.x
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
© Carmen Shields, Adam Garry Podolski 2025
Cette œuvre est protégée sous licence Creative Commons Attribution - Partage dans les Mêmes Conditions 4.0 International.
Copyright for work published in JCACS belongs to the authors. All work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license.
