The Other Side of the Story

Published on Apr 09, 2021

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PRESENTATION OUTLINE

The Other Side of the Story

Kevin D. Cordi, Ph.D. Ohio University Lancaster 

Did your preservice

learning prepare you to teach? 
Photo by Ben White

Pinar (1975a) writes, "before we learn to teach in such as way...we must become students ourselves, before we can truthfully say we understanding teaching (p. 412)."

What was I taught?

  • The lens was white. The text was white.
  • Lee Canter's Assertive Discipline
  • The teacher was to be separate from the students.
  • Student stories were not as important as literary works.
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Need to reconceptualize
"defamiarize the familiar"
(Aoki in Pinar and Irvin, 2005)

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I flew to England

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"Take over my class,

I have to go to the dentist."
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I believed the "dominant narrative" --a pre-existent sociocultural from of representation intended to delineate and confine local interpretation strategies...

and agency constellations in individual subjects as well as social institutions" (Bamber, 2005, p. 288).

As a university professor, how often did I ask my students to simply take for granted the dominant narrative?

How often did I ask my students to believe what I presented as the narrative they should accept?

We engaged in

Story-Ography 
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How often do we ask a detached textbook to teach our students about learning when there is another choice....

The people who

are involved in the learning. 
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Designed a

Counter Narrative Assignment
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Counter narratives "the stories which people tell and live which offer resistance, either implicitly or explicitly to dominant cultural narratives.
(Andrews, 2004, p. 1).

We studied counter narratives

  • learning styles
  • left and right brain thinking
  • smarter, women or men
  • value of homework
Photo by Dayne Topkin

Ask a question

which you want to know more about when it comes to learning? 

Interview 3 People Who Know

Subjects

  • Value of Standardized Testing
  • School Uniforms
  • Equity in Classrooms
  • The Pandemic

Testing: School Mart.com "helps ensure that every student regardless of school district, receives a well rounded, quality education."

Special Education teacher said to Ashley, "My kids are not in the class setting that the other students are, and they are not given the same thing."

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Rachel reflected: "As a new teacher who is scared to ask questions, I think this assignment taught me asking questions is one of the most important things and by asking, I am more informed about teaching."

The Pandemic and On-line learning

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Dominant narrative--Teachers and Students don't like it. They are not learning.

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Jake reported a teacher said, "students tend to be finishing assignments on time and they hear little complaining about too much or too little ...for parents."

Jake said, "I need to reclaim the narrative."

Photo by Stefan Cosma

My Counter Narrative

Restored

Photo by Pablo Padilla

Implications for Teaching

Implications

  • Change "this is how the world thinks"
  • Question texts
  • Question the way we have always taught or better yet, what we think we know.
  • Find the Stories
  • Teach students to be story-ographers

Implications

  • Do more than read the narrative, we need to find the narratives that speak to what we say.
  • See counter narratives.
  • Embed stories in our teaching
  • Ask Tell me more about that...

If I can help you with your story or to use story in the classroom. I am happy to be part of that narrative. Contact: cordi@ohio.edu or find me at
www.kevincordi.com

Kevin Cordi

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