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Classrooms as creative learning communities: A lived curricular expression.

机译：课堂作为创造性的学习社区：生动活泼的课程表达。

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摘要

Creativity--the fundamental basis of human experience, expression, and learning in the communal world of the classroom--is the primary concern of this dissertation. While creativity is one of the buzzwords of 21st century education the world over, its lived understanding as fundamental to being human is understudied. This gap calls attention to the significances for all involved of entering into meaning making as creators. To explore the significances, I draw upon and give expression to my experiences of building such creative learning communities (CLC) in my own Multicultural Education (ME) classrooms as a teacher educator and curriculum theorist. Ways to enable educators to envision the power and possibilities of CLC are foregrounded as I theorize what creating and sustaining CLC entails.;In Chapters One and Two, I propose the need to understand creativity as fundamental to human nature and already present within acts of expression in human communities. I turn primarily to Maurice Merleau-Ponty's and John Dewey's thoughts on expression to glean insights into how creativity can be reclaimed in the intersubjective and intertwining experiences of being and learning with others in a phenomenal world. I also employ expression as a philosophical mode for my curriculum theorizing.;Chapters Three, Four, and Five expressively theorize my curricular practices of creating and sustaining CLC in my own ME classroom as modes of bodily, aesthetic, and communal expression. In each chapter, I explore different kinds of curricular and instructional practices--introductory activities; arts-mediated presentations; and staged-readings of The Laramie Project--while articulating how each of these activities and practices is created and enacted so as to employ the three modes of expression and to theorize their meanings.;Finally, the concluding chapter synthesizes my theorizing. In CLC, my students are empowered to be creative knowing bodies, expressive meaning-makers, and interdependent co-creators of their curricular experiences and witness of their individual-collective learning through expression and (re)creation of their lived meanings. I also articulate this study's contribution to re-envisioning creativity as a basis, not a result, of education in the standardization-oriented educational contexts of the U.S. and South Korea where I now continue my career.
机译：创造力是课堂公共世界中人类经验，表达和学习的基本基础，是本文的主要关注点。尽管创造力是全世界21世纪教育的流行语之一，但人们对其作为人类基本要素的活泼理解却未被充分研究。这种差距促使人们注意作为创造者参与意义创造的所有方面的意义。为了探索其意义，我借鉴并表达了自己在自己的多元文化教育（ME）教室中以教师教育者和课程理论家的身份建立这样的创造性学习社区（CLC）的经验。当我理论化创建和维持CLC所需要的内容时，使教育者能够设想CLC的力量和可能性的方法被提出；在第一章和第二章中，我提出需要理解创造力是人性的基础并且已经存在于表达行为中在人类社区中。我主要谈谈莫里斯·梅洛-庞蒂（Maurice Merleau-Ponty）和约翰·杜威（John Dewey）的表达思想，以期洞悉如何在现象世界中与他人共处和学习的主体间和相互交织的经验中恢复创造力。在课程理论化中，我还将表达作为一种哲学模式。第三章，第四章和第五章将我在我自己的ME教室中创建和维持CLC的课程实践作为身体，审美和公共表达的模式进行了理论性的理论化。在每一章中，我都会探讨不同种类的课程和教学方法-入门活动；艺术介导的演讲；以及分阶段阅读《拉勒米计划》，同时阐明了如何创建和实施这些活动和实践，以运用这三种表达方式并理论化其含义。最后，最后一章总结了我的理论。在CLC中，我的学生有能力成为有创造力的知识机构，表达意义的创造者以及课程经验的相互依赖的共同创造者，并通过表达和（或）创造其生活意义来见证个人集体学习。我还阐明了这项研究对重新构想创造力的贡献，这是我和我现在继续职业生涯的美国和韩国标准化教育背景下的基础而非结果。

著录项

  • 作者

    Hwang, Soon Ye.;

  • 作者单位

    The University of Nebraska - Lincoln.;

  • 授予单位 The University of Nebraska - Lincoln.;
  • 学科 Curriculum development.;Teacher education.;Multicultural Education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 247 p.
  • 总页数 247
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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