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• W426178093 abstract "INTRODUCTION Confronted with a depersonalized and technocratic schooling system, governed by a totalizing system of standards, testing, and accountability, teachers face an oppressive system that does not permit authentic identity formation. Authentic teacher identity depends upon intentional and empowered participation in the dialogic processes of curriculum development and instructional decision making. The relational nature of learning and the classroom requires a teacher who is engaged, has made meaning of, and has ownership of the content, processes, and products of the curriculum. The dialogic relationship between teacher and student is one founded upon an intersection of authentic identities or relational horizons--not roles put on by actors within an institution. By controlling the within which classroom relationships develop, the depersonalized and technocratic schooling system has effectively denied authentic identity a place within the schooling system. Totalitarian systems that attempt to fully control the content, processes, and products of a system are not new. These systems have received scholarly consideration as apply to monopolies and captive commodity-chain markets in economics and to fascist and soviet regimes in politics. There is hesitation to look at schooling as this type of totalizing regime; however, identity within a totalizing system is of particular import to the discussion of the schooling regime currently in place. Here, the Eastern European experience depicted by Vaclav Havel reveals how fractures in a totalizing system can be exploited and to what end teachers would want to take advantage of these cracks in the system. PRIMER ON THE POLITICS OF AUTHENITIC IDENTITY The space of the political horizon of identity leaves the human text open to inscription. Everydayness, in Martin Heidegger's (1962, 1977) terms, offers the context in which human beings attempt to find or establish meaning for their existence. The context of everydayness exists in and by the tension between being and nothingness. Humankind is the medium through which this struggle is played out. A choice is presented--essentially the choice between authentic and inauthentic life--to each individual through which either being is affirmed or nothingness is accepted. The choice is between remaining in the they or escaping, through a willful assertion of identity founded on and in being, in the I. The turn toward being is what Vaclav Havel (1986) asserted as living in truth. In terms of this tension, or fundamental struggle for life, the crucial issue is authentic identity. Several aspects of this concept must be considered prior to a full analysis of the eventual choice that Havel characterizes. In what does identity consist? How is authenticity a dilemma? Where is the resolute choice to act on/from identity or on/from the objects of the world in its everydayness? The aspect of otherness, which is central to Edmund Husserl's (1965) conception of the act-horizon, becomes an issue of resistance in Heidegger's thought. For Heidegger (1962), Dasein--humanness--is manifest as they-self, within the intersubjective world of concern and inauthenticity. Dasein's authenticity is realized in the clearing away of worldly concern and a resolute response to conscience even in opposition to the intersubjective act-horizon. Essentially Heidegger asserts that Husserl had characteristically bracketed an essential component of authenticity--resistance to the intersubjective act-horizon. That potentiality is essential to Heidegger's conception of authentic Dasein. In excluding the discussion of meaning and authentic being from the politico-social world horizon, humankind has successfully fallen into the they-self that finds reason, science, and technology to be the ordering thematic of society and politics. Humankind has fallen into precisely the crisis (Husserl, 1965): have lost their connection to a spiritual/transcendental ground that grants meaning to human existence. …" @default.
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• W426178093 date "2013-01-01" @default.
• W426178093 modified "2023-09-23" @default.
• W426178093 title "Teacher Identity and Curriculum: Space for Dissent" @default.
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