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Education Is Translation: A Metaphor for Change in Learning and Teaching


reviewed by Samantha Caughlan — August 07, 2006

coverTitle: Education Is Translation: A Metaphor for Change in Learning and Teaching
Author(s): Alison Cook-Sather
Publisher: University of Pennsylvania Press, Philadelphia
ISBN: 0812238893, Pages: 208, Year: 2006
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Metaphor’s importance as an aid to thought and expression in a culture can hardly be overemphasized; in fact, it is inconceivable that humans could make sense of their world, especially the world of ideas, without these tools for creating meaning by connecting the known to the unknown, the physical to the ineffable, the everyday to the sublime (Lakoff & Johnson, 1980; Lakoff & Turner, 1989; Ortony, 1979).  Analyzed critically, the metaphors a society uses reveal its underlying assumptions and values.  In her recent book, Education is Translation: A Metaphor for Change in Learning and Teaching, Alison Cook-Sather explains how our dominant metaphors for education have limited the ways we think about learning and teaching; however, her main endeavor is to promote an alternative metaphor, that of education as translation.  Through her exploration of the possibilities of juxtaposing education with the complex and slippery activity of translation, she provides a variety... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: August 07, 2006
http://www.tcrecord.org ID Number: 12644, Date Accessed: 12/18/2017 7:41:07 AM

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About the Author
  • Samantha Caughlan
    California State University, Fresno
    E-mail Author
    SAMANTHA CAUGHLIN is an assistant professor of English Education at California State University, Fresno. Her scholarly interests include teachers’ cultural models of teaching English, classroom discourse processes, critical discourse analysis, and current reform efforts in literacy teaching. Her publications include articles on classroom discussion and teachers’ relationships with their differently tracked students. She is currently researching using critical language analysis with preservice teachers as a means of increasing their awareness and use of more dialogic discourse practices.
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