Fostering Wakefulness:
Narrative as a Curricular Tool in Teacher Education
Deborah V. Blair
Oakland University, U.S.A.
Citation: Blair, D. V. (2009). Fostering wakefulness: Narrative as a curricular tool in teacher education. International Journal of
Education & the Arts, 10(19). Retrieved [date] from http://www.ijea.org/v10n19/.
Abstract
In a music education graduate class addressing teaching and learning strategies
for learners with special needs, teachers were invited to consider the experience of
the children in their music classrooms. Using narrative to enter into the learner's
experience of school, teachers confronted their own perspectives and reconsidered
those of their students. In this article, I seek to connect notions of wakefulness and
empathy as I, too, make meaning of the story of one teacher and her encounter
with Tyler, a learner with special needs in her classroom.
Visual Abstract
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