From property to person status: Historical perspective on children's rights.

Competency in multicultural practice requires skill in use of self and an ability to connect with others different from oneself. The potential for countertransferential responses is intensified in practice settings where there is diversity between client and practitioner. In these situations, there is a heightened need for practitioners to be aware of the effects of social power in the practice relationship. Bibliothera-peutic activities are proposed as a classroom learning method that assists in the preparation of practitioners for multicultural practice.

The Use of Literary Sources in the Preparation of Clinicians for Multicultural Practice

The role of higher education is expanding Increasing evidence points to the need to teach the whole person, both cognitively and affectively, in order to cultivate responsible individuals who are able to contribute to society in productive and ethical ways To do this successfully, methods and curricula must be designed to develop students intellectually (information, skills, and analytic abilities), and emotionally (values consciousness, self-awareness, and social-awareness) Emotional intelligence, in particular, has become strongly identified as a core competency for effective leadership (Goleman, Boyatzis & McKee, 2002) If education endeavors to produce leading professionals, then what is the role of design education in developing the person behind the professional? This paper explores how narratives (stories) might be used in design education to nurture whole person development and, in so doing, deliver a professional better equipped emotionally and intellectually to handle change and assume leadership within the profession This paper presents a specific application of narrative (storytelling) to a senior design studio as a way of cultivating a more reflective practitioner Senior interior design students (from two consecutive studio years) were asked to read the strategic story entitled, “Beneath the Surface” (Danko, 2000) and reflect on it through a formal, written assignment The learning objective was to deepen the students' understanding of the role of design in daily life and enhance their competencies as practitioners particularly with respect to design process and interpersonal communication An analysis of the student responses suggests that the narrative nurtured not only an intellectual understanding of design and design process, but also emotional development Student responses were not only rational and analytical, but personal and reflective More importantly, the emotional development evidenced focused on issues of self-awareness and social-awareness, two critical leadership competencies associated with Goleman's (1995) theory of emotionally intelligent leadership

Nurturing Whole Person Development and Leadership Through Narrative

This paper argues that the purpose of education is to help students realise their unique potentials and pursue inner directions. With this assumption, we critique the inadequacy of the current emphasis on standardisation and provide a theoretical framework for teacher education based on humanistic psychology. Three tenets of humanistic psychology, which we argue are helpful for teacher education, are discussed: (1) emphasis on relationship, (2) space for creativity, and (3) importance of meaning-making. That is, we argue that prospective teachers should be given opportunities to experience empathy and congruence, to practice creativity, and to start the journey of finding meanings of their experiences and teaching. As examples that put the tenets into practice, we discuss a field-based teacher education programme and a college programme that promotes pro-social activities with displaced children.

The person over standardisation: a humanistic framework for teacher learning in diverse school-based contexts

TITLE OF DISSERTATION: THE TEACHER’S HOMECOMING: UNDERSTANDING VOCATIONAL IDENTITY DEVELOPMENT OF MILITARY CAREER CHANGERS Kimberly Kay Fleming Doctor of Philosophy 2008 Dissertation directed by: Dr. Joseph McCaleb Department of Curriculum and Instruction As increasing numbers of teacher candidates enter the field of education from other careers, teacher educators must consider the complexities of career transition. Insiders’ accounts of vocational change can help teacher educators act with tact and authenticity in a way that is sensitive to the experiences of career changers. This study uses philosophical hermeneutics to develop understanding related to the sociocultural process of vocational identity development for two military career changers as they become teachers. The concept of identity is explored, and it is developed both as lived experience in community as well as a sense of self, fashioned through rememberings and imaginings. Two case studies center on Caucasian males with military experience who are transitioning into secondary English teaching positions. Thomas, a 50-year-old Air Force retiree with 24 years of service, is enrolled in a local school system-sponsored alternative preparation program. Rob, a 38-year-old past Verizon employee and current lieutenant in the Army Reserves, is enrolled in a Master of Arts in Teaching program. This study employs a participatory paradigm in which participants serve as co-researchers. The study follows each co-researcher into three communities of practice related to their teacher preparation and/or induction to teaching. Their experiences as persons-in-community are analyzed using a sociocultural perspective. The following constructs are explicated for each community of practice under study: place, social structures, practical tools, conceptual tools, metaphors, narratives, and imagined futures. Each community is shown to promote certain teaching identities while constraining others, although the process of vocational identity development emerges as a negotiation among person and community. In the spirit of Wenger (1998), each individual’s nexus of being is then discussed, and vocational identity is explored in relation to coordination and contradiction of multiple communities as well as in mutual constitution with an individual’s rememberings and imaginings. A vocational meta-story is told in archetypal language to represent the reverse coming of age which military career changers undergo on their journeys to become and belong as teachers. Finally, a synthesis of understandings related to identity, ways to make meaning, and the needs of military career changers is offered. THE TEACHER’S HOMECOMING: UNDERSTANDING VOCATIONAL IDENTITY DEVELOPMENT OF MILITARY CAREER CHANGERS

Rod Farmer

Papers

Humanistic Education and Self-Actualization Theory.

Children's Rights and Self-Actualization Theory.