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Pedagogy of Life takes its readers through the echoing stories of the half-century, historical Cultural Revolution of China to the literate lifeworld today. Rosa Hong Chen offers a gripping array of personal and kindred stories woven into the power of words and empathy of art through the volutes of writing and dancing for life, expressing genera of warm melancholy, weighty sensations, compulsive sobs, and refrained elation. It is for the existential history of individual lives and communal sharing that life creates a pedagogical condition of possible experiences. Life itself forms a historical and social path of human growth and maturation. In a philosophical and educational autoethnographical inquiry, the author examines the nature of literacy for those marginalized and oppressed; Chen explores how one's name and the ways in which that name is used affect a person's self-knowing and knowing of the world. This book exemplifies the idea that individuals' autobiographical stories are importantly connected to wider cultural, political, and social meaning and understanding. Pedagogy of Life echoes readers' musings, affects, relations, imagination, choice, learning, teaching, and much more, because we, each and all, have our own names, ways of uttering, writing, and dancing, and, ultimately, our own ways of living, knowing, and becoming.
Rosa Hong Chen is a visiting scholar at Teachers College of Columbia University. She has studied in China, the United States, and Canada in the disciplines of educational philosophy, curriculum studies, linguistics, literature, literacy education, and performing arts. She is an accomplished artist, published poet, and philosopher of education.
Show morePedagogy of Life takes its readers through the echoing stories of the half-century, historical Cultural Revolution of China to the literate lifeworld today. Rosa Hong Chen offers a gripping array of personal and kindred stories woven into the power of words and empathy of art through the volutes of writing and dancing for life, expressing genera of warm melancholy, weighty sensations, compulsive sobs, and refrained elation. It is for the existential history of individual lives and communal sharing that life creates a pedagogical condition of possible experiences. Life itself forms a historical and social path of human growth and maturation. In a philosophical and educational autoethnographical inquiry, the author examines the nature of literacy for those marginalized and oppressed; Chen explores how one's name and the ways in which that name is used affect a person's self-knowing and knowing of the world. This book exemplifies the idea that individuals' autobiographical stories are importantly connected to wider cultural, political, and social meaning and understanding. Pedagogy of Life echoes readers' musings, affects, relations, imagination, choice, learning, teaching, and much more, because we, each and all, have our own names, ways of uttering, writing, and dancing, and, ultimately, our own ways of living, knowing, and becoming.
Rosa Hong Chen is a visiting scholar at Teachers College of Columbia University. She has studied in China, the United States, and Canada in the disciplines of educational philosophy, curriculum studies, linguistics, literature, literacy education, and performing arts. She is an accomplished artist, published poet, and philosopher of education.
Show moreNote on the Cover Image –Figures – Preface and Acknowledgments – An Echo of Silence – Prologue – Sentiment, Pathway, and Pedagogy – Life Stories, Currere, and Aspirations – Part I: In a Place, at a Time, with Kinship – Ebb and Flow: Relation of Incidents – Ties of Life and Death: Our Names and Naming – Names and Literacy: A Braiding of Two Strands – Part II: Life Sentiment and Literate Assimilation – The Weight of Names and Words – The Bearing of the Named – Connection and the Narrow Escape – Social Deprivation and Action – Part III: Pedagogy of Life – A Pedagogy of Necessity – A Pedagogy of Contingency – Postscript – Post-postscript – Index.
Rosa Hong Chen is a visiting scholar at Teachers College of Columbia University. She has studied in China, the United States, and Canada in the disciplines of educational philosophy, curriculum studies, linguistics, literature, literacy education, and performing arts. She is an accomplished artist, published poet, and philosopher of education.
“I recommend this book to anyone interested in literacy and how our
lives shape our uses of literacy, as well as the many values it
has. This book is a moving document of one person’s experience, a
fascinating exploration of others’ experiences, and a scholarly
account of the uses and values of literacy, all wrapped in a clear
and coherent description of curriculum ideas and practices. The
reader will gain an understanding of literacy’s uses in repressive
social and political contexts and the ways these can be resisted
and overcome. A heartfelt book about vivid events and ideas that
will engage anyone interested in literacy and education.”
Kieran Egan, Emeritus Professor of Education, Simon Fraser
University
“This creative, courageous work provides an absorbing account of
educational life. Connecting East with West and blending the
artistic with the philosophical, Rosa Hong Chen offers a fresh
perspective on literacy and pedagogy. She pays particular attention
to the importance of names and naming, showing how personal
experiences can be shaped significantly by wider social events.
This book opens up opportunities for readers to examine their own
educational histories in a new light. It acknowledges the realities
of suffering and despair while also signaling possibilities for
hope, joy, and fulfilment in education.”
Peter Roberts, Professor of Education, University of Canterbury
“Rosa Hong Chen’s engaging «Pedagogy of Life» is a most thoughtful,
poetic, and elegant philosophical and educational inquiry into
traumatic memory and its endurance, history and its teachings, as
well as into the future and its engulfed optimism. The
autobiographical element powerfully illuminates and is illuminated
by the subjective effects of those diverse temporalities of
multiple modernities that were destructively obsessed with order.
In this way, the theme of the subject-as-narrative takes in this
book a refreshing and profoundly edifying turn toward new cultural,
ethical, and political sensibilities.”
Marianna Papastephanou, Associate Professor, University of
Cyprus
“Rosa Hong Chen’s groundbreaking contribution to literacy studies
is lived reality, Chinese social history, and a poetics of memory
brought together: naming and unnaming are always political.”
Allan Luke, Emeritus Professor of Education, Queensland University
of Technology
“Rosa Hong Chen speaks from her memories of childhood suffering
during the Cultural Revolution and its aftermath. Many in China
still try to bury their knowledge of that trauma. Chen argues that
remembering is itself an action of resistance, generating ‘a
powerful language of survival.’ Education should help us to
understand that language and to heed her warning that ‘a human
heart shall die away if it loses the power of remembering.’”
Paul Delany, Emeritus Professor of English, Simon Fraser University
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