Peter Wright
Peter Wright is Associate Professor of Arts Education and Research Methods. His teaching includes undergraduate and postgraduate students and he currently supervises a number of PhD, EdD and Masters (Research) students. His research interests include: teacher development in the arts; learning in through and with the arts - Participatory Arts; the social impact of the arts; and the arts and health. Peter is particularly interested in arts-based approaches to research and performative social science.
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Most of us know ways to strengthen and sustain self, soul, heart, identity, and how these key touchstones also strengthen teaching. This book recognizes that who we are, where we are, and why, is as much a social process as a personal one. Attending to life purpose is a way of attending to teaching. Chapters in this text are insightfully forthright, challenging us to undertake the rigourous work of discovering who we are as human beings and how this impacts who we are with our students. Canadian curriculum scholar Cynthia Chambers asks us to listen for what keeps us awake at night, and with Ways of Being in Teaching we bring what we have heard into the daylight, into the conversation.
“This collection of reflections and conversations does more than provide provocative reading for the reflective teacher. It invites practitioners to find their own place at the table of sharing and to welcome the stories that will certainly come as a result of engaging with this community of life writers.” – Carmen Schlamb, Professor, Seneca College
…conversation in which interlocutors are speaking not only among themselves but to those not present, not only to historical figures and unnamed peoples and places they may be studying, but to politicians and parents dead and alive, not to mention to the selves they have been, are in the process of becoming, and someday may become. (p. 43)
The ways we strengthen and sustain self, soul, heart, identity, can strengthen teaching. Being a teacher recognizes that who we are, where we are, and why is as much a social process as a personal one, so we claim that attending to our purpose in life is also attending to our teaching. Chapters in this text have a surprising forthrightness that will appeal to teachers who are tired of the tips and tricks, and want to talk more deeply about how flourish in this profession. Readers will be challenged to put away the tidy boxes and neat platitudes and undertake the rigourous work of discovering who they are as human beings and how this impacts who they are with their students.
As a group of editors, we are listening to ourselves, each other (our community), our students, and to the world around us. We listen for connections to others and ourselves. We are listening to the contributions we make as beings in teaching, and the contributions others are making to who we are becoming in and through our teaching. Sometimes in our listening we can hear the needs and vulnerabilities that we express to one another, and sometimes, though not always – ours and others’ contributions meet these needs. As Chambers (2004) reminds us: we are listening for what keeps us awake at night.