TY  - CHAP
AB  - Abstract Our individual and collective humanness is integral to the pursuit of learning and, thus, has the potential to bring much richness to discussions in teacher education. Unfortunately, education continues to prioritize cognitive ways of knowing, often at the expense of affective and spiritual knowledge. Drawing on the work of Parker Palmer (1993, 1997, 1998a, 1998b, 2004, 2017) who advocates for integrated ways of knowing and being and Manulani Meyer (2013) who draws on Indigenous knowledges to suggest holographic epistemology as meaning-making, I embrace a photo-poetic method to challenge the tendency in education to distance our minds from our emotional and ethereal selves. Situated within a/r/tography, this inquiry explores the capacity of artful ways of being to overcome the culture of disconnectedness in education.
VL  - 34
SN  - 978-1-83982-262-9, 978-1-83982-263-6/1479-3687
DO  - 10.1108/S1479-368720200000034007
UR  - https://doi.org/10.1108/S1479-368720200000034007
AU  - Lyle Ellyn
ED  - Oren Ergas
ED  - Jason K. Ritter
PY  - 2020
Y1  - 2020/01/01
TI  - Unprivileging Dividedness: In Favor of Undivided Ways of Knowing
T2  - Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
T3  - Advances in Research on Teaching
PB  - Emerald Publishing Limited
SP  - 119
EP  - 128
Y2  - 2024/04/25
ER  -