Imagined communities: Reflections on the origin and spread of nationalism

‘The Production of Space’, in: Frans Jacobi, Imagine, Space Poetry, Copenhagen, 1996, unpaginated.

The Production of Space

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

Affirming Diversity: The Sociopolitical Context of Multicultural Education

This paper explores ‘spatial struggle’ in the formation of professional identities of overseas born teachers. The basis of this struggle arises from a limited number of subject positions available for them in pedagogical spaces of the Australian system of education. We argue that relations of power/professional knowledge in teacher workplaces as well as the binary strategy of ‘us’ and ‘them’ generate marginal locations for overseas born teachers within schools. This construction of marginality is informed not only by discourses of what counts as being a professional but also by the conception of workplace – spaces of the school, staffroom and classroom – as monocultural, pre-given and bounded entities (McGregor, 2003). By rethinking workplaces as relational, as spaces that are connected to other sociocultural places as well as spaces of semiotic flows, we can also rethink the professional becoming of overseas born teachers. This involves a critical understanding of their positionality, which can be conceptualised as a struggle for voice within “a cacophony of past and present voices, lived experiences and available practices” (Britzman, 1991, p.8). It is because of this polyphony of voices and multiplicity of experiences that the process of professional identity formation for ‘alien’ teachers should be seen as becoming in continual negotiation of power/knowledge relations within workplaces. Recognising this dynamic is important for re-constructing our pedagogical spaces and, in turn, for a more equitable workplace practices.

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Professional identity and pedagogical space : negotiating difference in teacher workplaces

Teacher educators in Australia are increasingly being asked to defend the quality and impact of their work—specifically, their ability to prepare effective teachers. However, the kind of large‐scale data sets that policy makers and other stakeholders seek are not readily available to inform questions about the value‐add of teacher education. The large‐scale and longitudinal ‘Studying the Effectiveness of Teacher Education’ (SETE) project set out to respond to these questions. The study therefore makes a unique contribution to teacher education research and will inform discussions about the form, impact and outcomes of teacher education in Australia. SETE investigated the effectiveness of teacher preparation for early career teachers employed in diverse settings across Queensland and Victoria. It was a four‐year longitudinal study that followed 2010 and 2011 graduates from initial teacher education to their first teaching positions and subsequent career pathways. In addition, it investigated their principals’ perceptions of the graduates’ effectiveness as beginning teachers. It is the first study of its kind in Australia in terms of breadth and scope, involving around 5,000 early career teachers and 1,000 principals.       Publisher's Blurb:     This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers. Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers' and principals' perceptions of their initial teacher education programs. This book offers a synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education.

Studying the Effectiveness of Teacher Education: Early Career Teachers in Diverse Settings

This paper explores “spatial struggle” in the formation of professional identities of overseas‐born teachers. The basis of this struggle arises from a limited number of subject positions available for them in pedagogical spaces of the Australian system of education. We argue that relations of power/professional knowledge in teacher workplaces as well as the binary strategy of “us” and “them” generate marginal locations for overseas‐born teachers within schools. This construction of marginality is informed not only by discourses of what counts as being a professional but also by the conception of workplace as a monocultural, pre‐given and bounded entity. By rethinking workplaces as relational, as locations that are connected to other socioculturally produced places through spaces of semiotic flows, we can also rethink the professional becoming of overseas‐born teachers. This involves a critical understanding of their situationality, which can be conceptualised as a struggle for professional recognition, vo...

/pdf/professional-identity-and-pedagogical-space-negotiating-2qfg15ft53.pdf

Professional Identity and Pedagogical Space: Negotiating difference in teacher workplaces

The global rescaling of the world, culture, and education has influenced how people experience their situationality, meaning-making, and learning in relation to the Other. This article explores the implications of spatial analysis for rethinking education in new conditions of cultural complexity. The experience of living and learning with difference is conceptualized as an open journey in which the very act of movement across spatial boundaries unlocks the fixity of meanings and identities and, hence, problematizes the spatial logic of bounded learning places. Explicating the tension between fixity and mobility, boundedness and flows, this article deploys the concepts of cultural-semiotic space, scale, and boundary to theorize locations of learning and meaning-making in new times.

Putting "space" on the agenda of sociocultural research

https://dro.deakin.edu.au/eserv/DU:30080802/walkergibbs-studyingthe-2015.pdf

Alexander Kostogriz

Papers

Professional identity and pedagogical space : negotiating difference in teacher workplaces

Studying the Effectiveness of Teacher Education: Early Career Teachers in Diverse Settings

Professional Identity and Pedagogical Space: Negotiating difference in teacher workplaces

Putting "space" on the agenda of sociocultural research

Studying the Effectiveness of Teacher Education – Final Report