When Qualitative Teachers Care: A Roundtable
Location
Knight Auditorium
Format Type
Plenary
Format Type
Workshop
Start Date
14-1-2017 4:00 PM
End Date
14-1-2017 5:00 PM
Abstract
When Qualitative Teachers Care: A Roundtable
Cynthia Lubin Langtiw, PsyD
Associate Professor
The Chicago School of Professional Psychology
Nancy Bothne, PhD
Assistant Professor
The Chicago School of Professional Psychology
To educate as the practice of freedom is a way of teaching that anyone can learn. That learning process comes easiest to those of us who teach who also believe that there is an aspect of our vocation that is sacred; who believe that our work is not merely to share information but to share in the intellectual and spiritual growth of our students. To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin. Throughout my years as student and professor, I have been most inspired by those teachers who have had the courage to transgress those boundaries that would confine each pupil to a rote, assembly-line approach to learning. (hooks ,1994 p. 13)
It takes deep courage to embark on the transformational journey of teaching. The murky waters of qualitative research make the teaching journey even more tenuous. As teachers of qualitative research we are tasked with teaching research from a paradigm with which many students are not familiar. Students often approach qualitative research with misgivings, misconceptions and high hopes. And as teachers of qualitative research we help them navigate the murky waters. We shift the paradigm. We peel back the curtain. We sit with them in their moments of uncertainty. We help them tell their story to the institutional review boards so they can tell their participants’ stories. We entertain their lofty ideas and help them bring them to fruition. We care for them.
In this roundtable we will explore the strategies that we use to care for our students, and ourselves, as we teach qualitative research. Bring your syllabi, creative assignments, foibles and successes and we will delve into the depths of caring and teaching, together.
Reference
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom.
New York: Routledge.
When Qualitative Teachers Care: A Roundtable
Knight Auditorium
When Qualitative Teachers Care: A Roundtable
Cynthia Lubin Langtiw, PsyD
Associate Professor
The Chicago School of Professional Psychology
Nancy Bothne, PhD
Assistant Professor
The Chicago School of Professional Psychology
To educate as the practice of freedom is a way of teaching that anyone can learn. That learning process comes easiest to those of us who teach who also believe that there is an aspect of our vocation that is sacred; who believe that our work is not merely to share information but to share in the intellectual and spiritual growth of our students. To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin. Throughout my years as student and professor, I have been most inspired by those teachers who have had the courage to transgress those boundaries that would confine each pupil to a rote, assembly-line approach to learning. (hooks ,1994 p. 13)
It takes deep courage to embark on the transformational journey of teaching. The murky waters of qualitative research make the teaching journey even more tenuous. As teachers of qualitative research we are tasked with teaching research from a paradigm with which many students are not familiar. Students often approach qualitative research with misgivings, misconceptions and high hopes. And as teachers of qualitative research we help them navigate the murky waters. We shift the paradigm. We peel back the curtain. We sit with them in their moments of uncertainty. We help them tell their story to the institutional review boards so they can tell their participants’ stories. We entertain their lofty ideas and help them bring them to fruition. We care for them.
In this roundtable we will explore the strategies that we use to care for our students, and ourselves, as we teach qualitative research. Bring your syllabi, creative assignments, foibles and successes and we will delve into the depths of caring and teaching, together.
Reference
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom.
New York: Routledge.
Comments
Breakout Session I