New stories of mastery: constructive learning in the face of complex dilemmas of practice

Cherry, Nita

doi:10.1080/0158037x.2014.904781

Cited by 8 publications

(5 citation statements)

References 21 publications

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“…Master mariners must address paradoxical challenges such as tightly coordinating the activities of their crew during round-the-clock operations while maintaining harmony, engagement and a balanced perspective among the crew. As such, successful master mariners have made sense of these paradoxical tensions (Lewis & Smith, 2014) and have developed wise ways to contend with these challenges (see also Cherry, 2014;Higgs, 2016a).…”

Section: Knowledge Wisdom and Meaning Makingmentioning

confidence: 99%

“…This term, introduced by Polish philosopher and sociologist Zygmunt Bauman (2000), emphasises the chaotic continuation of modernity with increased privatisation of services across global capitalist economies and an increasing chaos and the pressure of responsibility on individuals through their fluid careers. In such a world, Cherry (2005Cherry ( , 2014 argues that individuals need to engage in constructive learning to achieve mastery in the face of complex practice dilemmas and to be prepared for complex practice demands. Further, she contends that managerial authority and professional discretion are matters that require negotiation (Cherry, 2016).…”

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confidence: 99%

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Master Mariners and Practice Wisdom

Roberts¹,

Higgs²

2019

Practice Wisdom

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There is a sea within, where currents thrum with silvered fish sensationswhere scrimshawed emotion and sinew engage and enact my craftwhere this sea's whispered swash barely crests my knowledge of my journey. And yet this sea touches far shores -where nations ringed about with traditions and conventionsmyths and marbled heroes -all subsumed like the sound of distant surfyet compelling me on my voyage.

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Section: Knowledge Wisdom and Meaning Makingmentioning

confidence: 99%

mentioning

confidence: 99%

Master Mariners and Practice Wisdom

Roberts¹,

Higgs²

2019

Practice Wisdom

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“…Partimos por diferenciar dos significaciones del concepto de dilema profesional. Siguiendo a Schön (1992), distinguimos los "dilemas de la práctica" para revelar situaciones emergentes de las prácticas profesionales cotidianas ante las cuales el profesional debe tomar decisiones entre varias posibilidades para continuar con su labor dependiendo también de la profesión en cuestión (Cherry, 2014). Fransson y Grannäs (2013) han realizado un esfuerzo conceptual para caracterizar los contextos educativos como espacios esencialmente dilemáticos donde acontecen dilemas con diversos niveles de complejidad y que exigen toma de posiciones y de negociaciones y, al igual que lo mencionado por Minner y Beane (1983), contienen tensiones entre las percepciones de los sujetos implicados en las situaciones, así como, pueden subyacer conflictos entre macro tendencias institucionales y las micro experiencias influidas por factores culturales diferentes (Sheng-nan , p. Da-ming, 2015).…”

Section: Los Dilemas Profesionales Y Las Perspectivas De Futuro Profeunclassified

Los dilemas y perspectivas de futuro del docente becario de maestrías en educación

Poma¹

2017

EDUCA

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ResumenSon diversos los programas de becas para docentes de educación escolar pública promovidos en América Latina. En el Perú, dicha política se gestionó desde Pronabec ofertando becas de maestría a docentes de diversas regiones del país, constituyendo una política inédita de formación continua durante 2014-2015. El presente estudio se propone: analizar los dilemas enfrentados por los docentes al postular a dicha beca; y, explorar las perspectivas de futuro profesional de los becarios. La metodología cualitativa implicó aplicar un cuestionario con respuestas abiertas a veinte becarios. Se logró analizar cuatro tipos de dilemas -maestría versus familia; maestría versus escuela; maestría versus otro estudio; maestría versus no migrar-y ocho escenarios futuros en torno al campo profesional, académico y sindical-político.Palabras clave: becas, estudiantes de posgrado; desarrollo profesional, profesores Dilemmas and future perspectives of teachers in master fellowship program in education AbstractDifferent fellowships programs to public school teachers have been developed in Latin-American. In Perú, this new program has been managed by Pronabec financing fellowships for teachers of different regions during 2014-2015. This study is addressed to analyze the teachers´ dilemmas faced when they applied; and, explore the future professional perspectives of this kind of teacher. The qualitative

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“…Clouder ( ) refers to this period for the student as “being in a ‘liminal space’ that must be negotiated to resolve uncertainty” (p. 507). Savin‐Baden ( , cited in Cherry, ) also describes such learning as creating “troublesome spaces.” It presents learners with the experience of being “stuck, or disoriented, where personal and professional certainty and mastery are threatened” (p. 242).…”

Section: Negotiating Identitymentioning

confidence: 99%

Negotiating Identity and Alterity: Cultural Competence, Colonization and Cultural Voyeurism in Students’ Work‐Based Learning

Hart¹,

Montague²

2015

J Psych Issues Organ Cult

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This is the peer reviewed version of the following article:Hart A and Montague J (2015) Negotiating identity and alterity: cultural competence, colonization and cultural voyeurism in students' work-based learning. Journal of Psychological Issues in Organizational Culture, 6 (3): 7-23, which has been published in final form at http://dx.doi.org/10.1002/jpoc.21196. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. 1 Manuscript title:Negotiating identity and alterity: Cultural competence, colonization and cultural voyeurism in students' work-based learning Abstract:There is increasing demand for work-based learning experiences to form part of undergraduate degrees concerned with working with people. Social justice and antioppressive practice underpin the philosophies of many such degrees which attract students with the promise of working within diverse communities and with the marginalized and vulnerable.Benefits to students include the development of a professional identity, an anti-oppressive approach and culturally competent practices. Despite this, critical approaches to work-based learning highlight ways in which the student can be colonized by dominant values via 'cultural voyeurism'. This can lead to power inequalities being replicated and perpetuated by the student rather than challenged.The roles of identity and alterity in these learning processes are examined and the concept of professional identity is questioned. The article concludes that the tasks of negotiating identity and alterity are characterized by uncertainty and unfinalizability, and that the notion of cultural competence is itself problematic. 2 Manuscript title:Negotiating identity and alterity: Cultural competence, colonization and cultural voyeurism in students' work-based learning

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New stories of mastery: constructive learning in the face of complex dilemmas of practice

Cited by 8 publications

References 21 publications

Master Mariners and Practice Wisdom

Master Mariners and Practice Wisdom

Los dilemas y perspectivas de futuro del docente becario de maestrías en educación

Negotiating Identity and Alterity: Cultural Competence, Colonization and Cultural Voyeurism in Students’ Work‐Based Learning

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