By Joel Westheimer
What are instructor groups? What are they after? How do they start? Do they evolve via phases? How alike or diversified are they from each other? and the way are such groups outfitted? This account of an city and a suburban college, the writer makes an attempt to supply solutions to those questions.
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Additional resources for Among schoolteachers: community, autonomy, and ideology in teachers' work
Gardner (1991) explains that the common good is first of all preservation of a system in which all kinds of people canwithin the lawpursue their various visions.... The play of conflicting interests in a framework of shared purposes is the drama of a free society. (p. 15) Such ideas date back at least to the pluralist doctrines of Aristotle (who conveniently excluded women and slaves from his considerations of a good society) and are found in writings from de Tocqueville to Dewey and beyond. " More recently, philosophers have challenged hegemonic (dominant) notions of value and worth in an effort to "de-marginalize" those traditionally left out of community discourse (hooks, 1994; Rabinow, 1984; West, 1990).
Members of a community, while sharing interests and a commitment to one another, don't always agree. Individual differences, theorists argue, are not only inevitable but also foster growth within the community (Gardner, 1991; Greene, 1985; Selznick, 1992; Walzer, 1983). The capacity for critical reflection, therefore, is essential (Newmann & Oliver, 1967). Ideally, communities provide forums for exchange that lead to growth as new perspectives are considered. When consensus cannot be reached, compromise often permits communities to remain cohesive while acknowledging the diversity of members (Gardner, 1991).
Shared beliefs and common values characterize many communities that may or may not satisfy the other attributes listed here. , 1985; Noddings, 1996; Raywid, 1988). While cults such as that led by the infamous Jim Jones or, more recently, David Koresh's Branch Davidians clearly boast collective beliefs, few would call them healthy communities. The press for conformity in communities has been pointed to again and again as an unresolved danger in both philosophical and practical discourse (Hoffer, 1951; Nisbet, 1953; Peshkin, 1986; Selznick, 1992).
Among schoolteachers: community, autonomy, and ideology in teachers' work by Joel Westheimer