CC image source http://www.morguefile.com/archive/display/628561
‘Not everything that is faced can be changed. But nothing can be changed until it is faced.’
- My birthday last week
- firstborn turned 21 yesterday (waffles for breakfast – spent the day working at her favourite cafe – downed champagne before disappearing into the twilight)
- I won a new position starting in 2013
- studies continue with focus on formative assessment
- the fig tree in our backyard is under magpie attack
- and flame grapes are nearly vine-ripened.
Inherent in the close of any year, adventure, or project are tantalising signs of new beginnings. Encountering the Baldwin quote above was a timely reminder to persist with innovating. As ever, I’m working on my own practice; this demands looking back while also charting directions onward. So here’s a rearviewmirror glance:
My own personal stocktake probably looks more like this:
Image shared by @Stephen_H via Twitter
As for a lighthouse-illuminating cut across the path ahead:
- Teaching to Transgress inspires engaged pedagogy, a revolution of values, embracing change, theory as liberatory practice, and all of these achieved through building a teaching community (perhaps community of learners?)
- 50 Best Books for Teachers
- MOOC registration for Alec Couros’s Educational Technology & Media extravaganza beginning January 13, 2013.
Much to anticipate.
I also feel immense gratitude for shared wisdom which provokes my learning, unlearning, and – crucially – enables guidance throughout this ongoing process:
Figure 3: the unlearning typology (Azmi, 2008, p. 247).
Azmi, F.T. (2008). Mapping the learn-unlearn-relearn model: Imperatives for strategic management. European Business Review, 20(3), 240 – 259. Retrieved December 24, 2012 from ProQuest.
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.