The Learning Self: Understanding the Potential for Transformation

Tennant, MC

The Learning Self: Understanding the Potential for Transformation

Tennant, MC

Permalink

Publisher:: Jossey-Bass
Publication Type:: Book
Citation:: 2012, 1
Issue Date:: 2012-01

Closed Access

	Filename	Description	Size
	2011003882OK.pdf		3.23 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Tennant, MC https://orcid.org/0000-0002-6371-0523	en_US
dc.date.issued	2012-01	en_US
dc.identifier.citation	2012, 1	en_US
dc.identifier.isbn	9780470393369	en_US
dc.identifier.uri	http://hdl.handle.net/10453/17714
dc.description.abstract	This book examines the kind of learning that brings about significant personal change. It is concerned with the various techniques, processes, and practices used to promote such learning, and their embedded assumptions about self and identity, how we are formed, and our capacity for change. As Foucault reminds us, "The main interest in life and work is to become someone else that you were not in the beginning" (quoted in Martin, 1988, p. 9). The techniques, processes, and practices, which entail a great deal of "se lf-work," have been referred to as "technologies of the se lf" (see Foucault, 1988b; Tennant, 1998). My interest in this subject is both academic and professional. My academic interest has been forged through my grounding in psychology, supplemented by my exposure to various critiques of psychology, especially the charge that it is a discipline and practice that functions to normalize people in a way that serves the interests of contemporary social and economic circumstances. My professional interest comes from a career in teaching in which I have formed the view that success as a teacher depends squarely on one's sense of self and professional identity.	en_US
dc.publisher	Jossey-Bass	en_US
dc.title	The Learning Self: Understanding the Potential for Transformation	en_US
dc.type	Book
utslib.location	USA	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	USA	en_US

Abstract:

This book examines the kind of learning that brings about significant personal change. It is concerned with the various techniques, processes, and practices used to promote such learning, and their embedded assumptions about self and identity, how we are formed, and our capacity for change. As Foucault reminds us, "The main interest in life and work is to become someone else that you were not in the beginning" (quoted in Martin, 1988, p. 9). The techniques, processes, and practices, which entail a great deal of "se lf-work," have been referred to as "technologies of the se lf" (see Foucault, 1988b; Tennant, 1998). My interest in this subject is both academic and professional. My academic interest has been forged through my grounding in psychology, supplemented by my exposure to various critiques of psychology, especially the charge that it is a discipline and practice that functions to normalize people in a way that serves the interests of contemporary social and economic circumstances. My professional interest comes from a career in teaching in which I have formed the view that success as a teacher depends squarely on one's sense of self and professional identity.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/17714