The role of teacher-author has a long history, which this article can’t hope to do full justice.The timeline is created to explore the evolving nature of educational authoring and publishing contexts.
As a theatre historian, I believe in the power of telling cultural histories. I know that to ‘remember’ valuable ideas and practices in ‘the past’ is not about looking backwards. Rather, it is about looking forwards, towards more egalitarian and just educational methods and institutions, both locally and internationally. To understand their source, I believe, stops ‘wheels having to be reinvented’ and needless ‘trial and error’ that is a key part of learning anything in depth and breadth. To that end, what I find most remarkable is how school textbooks and educational resources leave us their pedagogical blueprints: telling us, historically speaking, what is worth teaching and learning in particular places and at a specific time.
The writer in education takes on many roles: scripting, prompting, intervening and coaching within a diversity of learning contexts. It is fitting then to understand the many initiatives taken by educational writers over time as we work to meaningful create educational resources in a digital age.
The six scenes are only one pathway through a complicated history of writing within educational contexts that span many continents, and whose implications are drawing us into a new age of digital learning.
As a researcher and writer, I hope to share many more scenes around the writer-in-education, whose love of teaching bonds them to the core narrative of how their educational resources make a difference to teaching and learning in a diversity of learning contexts.
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