David Mandzuk

A Doctoral Graduate's Return to the Elementary Classroom: An Example of Sociological Ambivalence.

Abstract The importance of critical reflection in teaching has been well established in the educational literature. However, the author expands the discussion of critical reflection by using a heuristic inquiry approach to examine his transition from graduate school back to the elementary classroom. Using journal entries as his primary data source, he argues that schools and universities are characterized by three sets of conflicting norms-doing and thinking, acceptance and debate, and dependency and autonomy. He also argues that “practitioner scholars,” those who try to reconcile their roles as both practitioners and scholars, may experience what is often referred to as “sociological ambivalence.”

Walking the Tightrope

The purpose of this essay is to share my perspective on trying to lead responsibly as a dean of education and to walk the tightrope that is inherent in the role. By “walking the tightrope,” I mean trying to balance the internal pressures from inside the institution with the external pressures that are increasingly having an impact on how that role is played out.