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WE WANT TO HEAR FROM YOU!
Tell us your stories!
Critical Readings & Understandings
What makes these times of globalization and precarity in the field of education different from earlier times is the layering, rapidity, and destabilizing nature of the forces at play. Participants will write about specific challenging moments in their teaching and/or administrative practice. Discussion in small groups will share the experiences of participants and will work to better understand the impact of these precarious times on the social emotional well-being of educators.
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Understanding Precarity
Precariousness, in a generic sense, connotes a state of being characterized by uncertainty, unpredictability, and anxiety, along with instability and disruption. It is about how people experience displacement, vulnerability and hopelessness (Kasmir 2018; Mason & Megoran 2021).
Precariousness, in a generic sense, connotes a state of being characterized by uncertainty, unpredictability, and anxiety, along with instability and disruption. It is about how people experience displacement, vulnerability and hopelessness (Kasmir 2018; Mason & Megoran 2021).
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Educational Endeavors Today Are Precarious
Introduce your lesson with an optional, short summary. You can edit this excerpt in lesson settings.
Introduce your lesson with an optional, short summary. You can edit this excerpt in lesson settings.
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Neoliberal educational reforms over recent decades have Made teaching Precarious
Introduce your lesson with an optional, short summary. You can edit this excerpt in lesson settings.
Introduce your lesson with an optional, short summary. You can edit this excerpt in lesson settings.
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Neoliberal educational reforms over recent decades have made teaching Precarious
Introduce your lesson with an optional, short summary. You can edit this excerpt in lesson settings.
Introduce your lesson with an optional, short summary. You can edit this excerpt in lesson settings.
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Secondary Traumatic Stress for Teachers
•Secondary traumatic stress (STS) derives from a person learning about the details of a traumatic event experienced by someone in their care—like a student.
•It is “the natural consequent behaviors and emotions resulting from knowing about a traumatizing event experienced by a significant other--the stress resulting from helping or wanting to help a traumatized or suffering person” (Figley, 1995, p.7).
•Secondary traumatic stress (STS) derives from a person learning about the details of a traumatic event experienced by someone in their care—like a student.
•It is “the natural consequent behaviors and emotions resulting from knowing about a traumatizing event experienced by a significant other--the stress resulting from helping or wanting to help a traumatized or suffering person” (Figley, 1995, p.7).
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Writing as a Method of Inquiry
Writing as a Method of Inquiry: Core Ideas
Writing is not just a way to report knowledge; it is a way to produce knowledge.
Meaning and knowledge emerge through the act of writing, not before it.
The writer becomes a researcher in motion, discovering connections, tensions, and insights as language unfolds.
Writing as a Method of Inquiry supports inquiry into complex, uncertain, or affect-laden topics.
Writing as a Method of Inquiry: Core Ideas
Writing is not just a way to report knowledge; it is a way to produce knowledge.
Meaning and knowledge emerge through the act of writing, not before it.
The writer becomes a researcher in motion, discovering connections, tensions, and insights as language unfolds.
Writing as a Method of Inquiry supports inquiry into complex, uncertain, or affect-laden topics.
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