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Defense by Brent Kilbourn — June 15, 2006I tell a personal story to publicly reflect on an aspect of academic life that is a milestone for many of us and that is gossiped about in corridors but seldom discussed in journals. I also tell the story to raise a question, not spin a conclusion, about the functions of academic stories. To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Brent Kilbourn
University of Toronto
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BRENT KILBOURN teaches in the Center for Teacher Development at the Ontario Institute for Studies in Education at the University of Toronto. His interests include constructive feedback in teaching, world views and curriculum, and qualitative inquiry. Recent publications include “Fictional Theses” in Educational Researcher, December 1999; “The Art and Structure of a First Paragraph,” Teachers College Record, January 2001; and “Balancing Feedback and Inquiry: How Novice Observers (Supervisors) Learn From Inquiry Into Their Own Practice,” to appear in the Journal of Curriculum and Supervision.
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