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Seeking out attunement within a pedagogy of relation: A narrative inquiry
The work of teaching for greater attunement is characterized as a capacity to concomitantly see and act on relational complexities gathering within classrooms, furthering learning. This narrative inquiry renders more visible the process of one teacher's search for greater attunement within the relational complexities of her particular classroom practices. The narrative created discloses the reflexive nature of this search, attending to the relationships found amid teacher, learner and subject matter. The interconnections between the researcher and the participating teacher become integral to envisioning attuned practices. These interconnections are evidenced through the reflexive interplay amid theoretical literature, field texts, and teaching and learning practices. The ensuing narrative account depends upon this constant interchange among teacher, researcher, and other(s) as the medium for sense-making. Layered images indicative of the shared, lived experiences of both teacher and researcher reveal permeating themes across the data, typifying both the teacher's and the researcher's interconnected searches for teaching/learning attunement. The themes portray the fluid, reflexive, demanding and generative work of attuned teaching and learning. These themes form the interpretive ground offering the reader resonance, reaffirming the relational nature of teaching and learning, and challenging educators to envision and revision their teaching/learning practices for greater attunement. ^
Education, Teacher Training|Education, Curriculum and Instruction
Fuchser, Kathy J, "Seeking out attunement within a pedagogy of relation: A narrative inquiry" (2006). ETD collection for University of Nebraska - Lincoln. AAI3213467.