A Very Brief Fall (Original writing, Short stories).

This collection contains eight short stories dealing with dissociated characters who strive for connection. Their displacement has, for the most part, a relation to age, place and status. A written discussion of character motivation and endings follows the text, where it is suggested that the characters here are motivated by their displacement, and that integration is never fully achieved. Source: Masters Abstracts International, Volume: 45-01, page: 0076. Thesis (M.A.)--University of Windsor (Canada), 2006

Certainty abandoned and some implications for curriculum research

This article presents ideas about curriculum as a process in which people come together on an equal footing to explore ideas about how they might live and draw up plans about how they might do so. This is a negotiated process that recognizes the need of all to speak and be listened to, recognizing the historically constituted nature of social situations in different traditions, each with its own sets of culturally specific norms. Curriculum may then be seen as a process of everyday enquiry that may be conducted anywhere and by anyone, grounded in and informed by everyday practices

Certainty abandoned and some implications for curriculum research

This article presents ideas about curriculum as a process in which people come together on an equal footing to explore ideas about how they might live and draw up plans about how they might do so. This is a negotiated process that recognizes the need of all to speak and be listened to, recognizing the historically constituted nature of social situations in different traditions, each with its own sets of culturally specific norms. Curriculum may then be seen as a process of everyday enquiry that may be conducted anywhere and by anyone, grounded in and informed by everyday practices

Critical and Creative Thinking Reflections of an Adventure in Career Changing

I came to the Critical and Creative Thinking (CCT) program to figure out what I want to do when I grow up. I had been in the military for eight years and felt unhappy and unfulfilled. In the CCT program I found a safe place to speak from my heart. I found support to share my questions, inspiration to try new ideas, and the guidance and knowledge to formulate a product. Thinking critically has disciplined my creative process, and taught me how to make use of my creative thinking. Through the application of reflective tools to think about my own thinking, I realized that the choice I made to enter the military was not as much mine as it was living up to the expectations of others. Tools such as drawing the problem, thinking in opposition and an awareness of cognitive psychology helped me to become conscious of more than what I want to do when I grow up, but who I want to be now. Such tools helped me to understand that I was not stuck in my job because of my commitment to the military, financial constraints, or any other external factor. Rather, I was trapped by perceived social expectations that I placed on myself. In this personal narrative I describe the journey of getting out of my own way to first discover and then live according to my values, with creative integrity, as a person who aspires to effectively put her talents and passions to use in the service of community. I share the lessons of my explorations in the hope that others will be inspired to think deeply about their own purpose in life and translate this into practice. I believe that we each have unique dreams, desires, goals, and values; some not realized, some not yet verbalized. Through strategic critical and creative thinking about who we are now, and wish to become, it is possible to transform one\u27s self-understanding and life as I have experienced and wish to convey to others. I have come to understand that to create lasting change one must first change the way one thinks. This synthesis is my story of changing the way I think in order to create lasting change in my career, and in my life

The significance of ‘I' in educational research and the responsibility of intellectuals

In this paper I call for an unequivocal legitimisation of the living ‘I' in educational research. The paper itself becomes a context that explains this call. It is a report of my action research into my professional learning through working in South Africa, within the context of new policy frameworks for continuing teacher development. The call embeds issues about the need for higher education practitioners to produce their explanatory accounts of practice as they support teachers' enquiries for improving practice and knowledge creation, and to legitimise a free academic press for the dissemination of those accounts. The accounts need to demonstrate epistemological, methodological and scholarly validity, to strengthen practitioners' attempts to influence policy debates about continuing professional development. By clarifying the processes of establishing quality, it becomes possible to show the links between continuing professional education and the active contributions of practitioners to economic and social wellbeing. Keywords: academic freedom; epistemological accountability; living educational theories; practitioner enquiry; professional learning in higher education South African Journal of Education Vol. 28 (3) 2008: pp. 351-36

An intelligent woman's adjustment to modern American life (an appreciation of Dorothy Canfield Fisher)

Thesis (Ed. M.)--Boston University, 193

Enhancing Catholic Identity: The Genesis of a National Consortium

This article describes a new program specifically designed to assist Catholic school administrators. The genesis for this program and the creation of the Consortium for Catholic School Identity which sponsors it are the result of a grant from Our Sunday Visitor Foundation. The Consortium, a diverse team of professional Catholic school educators, is now positioned to offer a unique and innovative series of national seminars to support principals in their efforts to enhance the Catholic identity of their schools