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This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...

Cultivating critically reflective practitioners is a vital professional competency for social work students. However, few reflective models support undergraduate students to foster nonconce...

How social work students incorporate personal and professional selves in the contexts of field education represents a cornerstone of effective and sustainable practice. This paper presents a qualitative component of a study that tracked 15 third-year bachelor of social work students across their first field placement to document their use of self, critical reflections and experiential learning. The project examined students' assessed ‘use of self’ assignments to understand their capacity for and development of critical awareness across this placement. Students were most articulate in being able to identify stressful situations that arose from placement in terms of what they were thinking (mind) and feeling (emotion) and to a much lesser extent to what they were sensing (body). Over time, students demonstrated a growing critical awareness to better identify and respond to their self-reported tensions. The findings provide developmental insights into how students integrate personal and professional selves a...

Over the past 20 years, there has been a shift in history education away from a view of history as the pursuit of an objective, universal story about the past toward ‘historical consciousness,’ which seeks to cultivate an understanding of the past as something that makes moral demands on us here and now. According to Roger Simon, historical consciousness calls us to ‘live historically’ – to live in a particular kind of ethical relationship with the past. However, no matter how much educators might believe in the importance of learning to live historically, if students do not see it that way, even the most thoughtfully designed program in history education will never get off the ground. This paper is an attempt to see whether the notion of ‘caring for the past,’ based on Nel Noddings' ethic of care, might help us begin to address the problem of moral motivation in educating for historical consciousness.

This essay reviews the three chapters contained in Section D on Teaching Curriculum of The SAGE Handbook, focusing on the relationship of policy to professional pedagogy in teaching and teacher edu...

According to Kevin Kumashiro (2004), education toward a socially just society requires a commitment to challenge common sense notions or assumptions about the world and about teaching and learning. Recalling Audre Lorde's (1984) classic essay, “The Master's Tools Will Never Dismantle the Master's House,” I focus on three common sense notions and practices within cross-cultural teacher education that often leave marginalized students bearing the burden of cross-cultural work at the expense of their own learning. Specifically, I critique the assumptions that students ought to share their experiences with others, that they should do so willingly, and that they should tell the truth in these exchanges (whether in reflective journals or in-class discussions). I offer no easy solutions; instead I call for re-examination of the ways in which everyday practices in teacher education risk serving as tools to “keep the oppressed occupied with the master's concerns” (p. 113) as an important step toward social justice...