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An autoehtographical inquiry into joyful teaching [electronic resource] : explorations with National Teachers of the Year /

by Shirah, Camille Lowe.

Abstract (Summary)
Author's abstract: Presently, schools in the United States are held within the tight grip of No Child Left Behind, signed into law in 2001. Since accountability is high, some teachers experience burnout and succumb to disenchanctment with the profession (Palmer, 1998). Others find their commitments to education so diminished that they abuse their position and fail terribly in their charge to educate our youth. There are some, however, who find ways to continually affirm and sustain their commitments to education. Within the following autoethnographical inquiry, the lives of three National Teachers of the Year are examined with the hope of finding out why these teachers have been able to rise above the negative forces which can inhibit their work. As teaching is viewed through the eyes of the participants, images of the teaching profession encourage a heightened awareness of how good teachers persist. Delores Liston's book, Joy as a metaphor of convergence (2001), provides the theoretical framework for this study which recognizes joy as an internal source of strength, enabling teachers to keep going throughout humanly impossible days (Ayers, 2004).
Bibliographical Information:

Advisor:

School:Georgia Southern University

School Location:USA - Georgia

Source Type:Master's Thesis

Keywords:georgia southern university no child left behind act teachers educational accountability national of the year joy sustainability wholeness compassion care self reflection autoethnography

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