Films about education provide many of the most popular interpretations of what teaching and learning mean in schools. An analysis of this medium reveals much about the historical, cultural, political, and philosophical dimensions of education. Timely and engaging, this book fills a gap for scholarly and informed public commentary on the portrayal of education in film, offering a wide range of conceptual and interpretive perspectives. "

Teaching, Learning, and Schooling in Film "explores several key questions, including: What does it mean to be a good teacher? How do these good teachers instruct? When is and what makes teaching complex? What constitutes learning? Do educational reforms work? The book s interdisciplinary group of contributors answers these important questions in essays highlighting Hollywood, independent, and documentary films. Prospective and practicing teachers will engage with the thought-provoking educational issues raised in this book and gain insight into the complexities of teaching and learning portrayed in film."

This popular text provides a clear, succinct explanation of how reflection is integral to teachers' understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied educational traditions (conservative, progressive, radical, and spiritual). Readers are encouraged to examine their own assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of both this book, and of all of the volumes in the "Reflective Teaching and the Social Conditions of Schooling" series, is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. Its core message is that such reflection is essential to becoming more skilled, more capable, and in general better teachers.

Contents:
Introduction Love Revived and Examined Daniel Liston and Jim Garrison Part 1: Introduction Loving Gaps and Loving Practices 1.The Love Gap in the Educational Text Jane Roland Martin 2. Loving Teacher Education List S. Goldstein 3. Creating Loving Relations in the Classroom Elaine J. O' Quinn and Jim Garrison 4.Tales in and out of School Michael Dale Part 2: Introduction Love, Injustice, Teaching, and Learning 5. Eros, Pedagogy and the Pursuit of Happiness Kerry Burch 6. The Lure of Beauty and the Pain of Injustice in and Teaching Daniel Liston 7.Teaching for Hope: The Ethics of Shattering World Views Megan Boler Part 3: Introduction Love's Losses and Love Regained 8. Grief as a Gateway to Love in Teaching Rachael Kessler 9.The Place of reparation: Love, Loss, Ambivalence, and Teaching Ursula A. Kelly 10.The Search for Wise Love in Education: What Can We Learn from the Brahmaviharas? Ann Diller Afterwards

This work gathers together a group of prominent scholars whose work touches and explores, among other things, the connections between reason and emotion in teaching and learning. The emotional feature of teaching and learning, while crucial in practice, are rarely recognised with depth and rigor in the scholarly literature.
The book explores aspects of daily educational practice all too often overlooked by theorists and educational researchers, although well known to practitioners. These include such topics as eros, the pursuit of happiness, critical hope, vulnerability, mystery and domestic tranquillity, topics that are almost never the subject of educational research. They also include grief, despair, discomfort, acceptance of ignorance and loss of hope. The authors explore regions outside the bounds of the explicit, cognitive and categorical. Their motivations, however are familiar; they include the desire to create hope, meaning and mutual understanding in the pursuit of better classrooms, more equitable education, and more effective teacher education. They help map for educational researchers and theorists terrain that is familiar to, but sometimes not articulated by, practitioners.

This is the second volume in the Reflective Teaching and the Social Conditions of Schooling series. Reflection in the area of culture and teaching necessarily takes teachers on both an introspective journey and an examination of the social conditions of schooling. There is a need to know not only what they believe but also what schools do. It has long been charged that our educational system privileges some and disenfranchises others. Schools are not the equitable institutions that one would hope them to be--a feature of schooling and one that deserves a great deal more attention. This work facilitates an examination of its readers' own beliefs, acquaints them with the sentiments and arguments of others, and encourages them to look further into the social conditions of schooling.

This is the second volume in the "Reflective Teaching and the Social Conditions of Schooling" series. Reflection in the area of culture and teaching necessarily takes teachers on both an introspective journey and an examination of the social conditions of schooling. There is a need to know not only what they believe but also what schools do. It has long been charged that our educational system privileges some and disenfranchises others. Schools are not the equitable institutions that one would hope them to be--a feature of schooling and one that deserves a great deal more attention. This work facilitates an examination of its readers' own beliefs, acquaints them with the sentiments and arguments of others, and encourages them to look further into the social conditions of schooling.

This popular text provides a clear, succinct explanation of how reflection is integral to teachers' understandings of themselves, their practice, and their context, and elaborates how various conceptions of reflective teaching differ from one another. The emphasis on the importance of both self and context is embedded within distinct and varied educational traditions (conservative, progressive, radical, and spiritual). Readers are encouraged to examine their own assumptions and understandings of teaching, learning, and schooling and to reflect on self and context. The major goal of both this book, and of all of the volumes in the "Reflective Teaching and the Social Conditions of Schooling" series, is to help teachers explore and define their own positions with regard to key topics and issues related to the aims of education in a democratic society. Its core message is that such reflection is essential to becoming more skilled, more capable, and in general better teachers.

Films about education provide many of the most popular interpretations of what teaching and learning mean in schools. An analysis of this medium reveals much about the historical, cultural, political, and philosophical dimensions of education. Timely and engaging, this book fills a gap for scholarly and informed public commentary on the portrayal of education in film, offering a wide range of conceptual and interpretive perspectives. "

Teaching, Learning, and Schooling in Film "explores several key questions, including: What does it mean to be a good teacher? How do these good teachers instruct? When is and what makes teaching complex? What constitutes learning? Do educational reforms work? The book s interdisciplinary group of contributors answers these important questions in essays highlighting Hollywood, independent, and documentary films. Prospective and practicing teachers will engage with the thought-provoking educational issues raised in this book and gain insight into the complexities of teaching and learning portrayed in film."