Mireille Falardeau et Michel Loranger Le choix de stratégies ... - CSSE

BOOK REVIEWS / RECENSIONS 467
Source of Radical Renewal,” points backward as it gestures forward, while it
simultaneously captures the contradictions of present locatedness. These are the
same movements appropriate to a pedagogy of possibility encouraged by a
“dialectical historical imagination” (p. 146). Simon states that this essay marks
the beginning of “a new long-term effort to rethink the way in which educational
practices are implicated in the production of social memories and historical
sensibilities” (p. xvii). This work will, undoubtedly, be something for us to look
forward with; no less so, and, indeed, for this very reason, it is also work for us
to look forward to.
REFERENCES
hooks, b. (1993). Sisters of the yam: Black women and self-recovery. Toronto: Between the Lines.
Philip, M. Nourbese. (1990). The disappearing debate: Racism and censorship. In L. Scheier, S.
Sheard, & E. Wachtel (Eds.), Language in her eye: Writing and gender — Views by Canadian
women writing in English (pp. 209–219). Toronto: Coach House Press.
Interwoven Conversations: Learning and Teaching Through Critical
Reflections
by Judith Newman
Toronto: OISE Press, 1991. xii + 421 pages.
REVIEWED BY HEATHER HEMMING, ACADIA UNIVERSITY
This book creates a rare opportunity, an invitation to look through a window at
one university professor’s reflections on teaching and learning. The window
through which Judith Newman makes public her teaching and learning provides
an evolving story that moves forward and backwards in time such that readers
are encouraged to “create movies in their mind” (Elbow, 1973). To do this,
Newman creatively weaves together conversations that she has with others and
with herself, interspersed with anecdotes from her practice. This is a book about
teaching in a post-secondary setting, although it speaks to teachers at all levels
and falls under the general rubric of literature on reflective teaching. It is written
in the context of a summer institute for graduate students, primarily public school
teachers interested in literacy.
In Interwoven Conversations, Newman tries to capture her thoughts and
decisions at even the most basic level, such as touring the premises to touch base
with students (p. 120) and preparing the environment (p. 130). In these instances
the rawness of the description is somewhat startling and atypical of many books
about teaching. At other points, Newman uses theoretical frameworks developed