Landscapes, Edges, and Identity-Making
Narrative Examinations of Teacher Knowledge
Elaine Chan editor Vicki Ross editor
Format:Hardback
Publisher:Emerald Publishing Limited
Published:21st Oct '19
Should be back in stock very soon
Featuring the work of Cindy L. Clarke and Derek A. Hutchinson, this volume explores experiences of narrative inquiry in order to make sense of research, identities, and the response community we have created through this process. Experts in the field bring together thinking and experiences in the current educational landscape to better understand the ways researchers have shaped and been shaped by their work. The process of collaboration on this volume has provided a deeper understanding of some of the ways in which narrative inquirers are able to establish and sustain relationships over time and distance. Narrative inquiry is inherently relational and this book deepens understanding regarding the ways in which academics working together enables, enhances, and animates individual research. The methodological approaches used are rooted in this relational ontology. Artistic methods that engage metaphor such as poetry and story are utilized in order to attend to the complexities of lives and the nuances of experience. Through this unique approach, this volume addresses the benefits of Researchers emphasizing relationships in their work and will prove an invaluable contribution for researchers and leaders in the field of Education and Teaching.
This volume contains 11 chapters by curriculum studies specialists from North America who explore the factors and influences that contribute to building teacher knowledge, with a focus on the work of C.L. Clarke and D.A. Hutchinson on the intersection of teacher knowledge, experience, and identity, particularly the relational nature of a narrative inquiry as a methodology to understand experiences. It emphasizes the critical role of context, or landscape, in the development of teacher knowledge and argues for a conception of teacher knowledge as the development of a body of professional knowledge that is informed by personal and professional experiences across time, space, and interaction. Chapters address the complexities of curriculum making in teacher education; the process of doctoral research in relation to narrative inquiry; methodological developments, descriptions, and explorations of methods of narrative inquiry, including poetic expression and making meaning through story; autobiography and narrative inquiry, the use of narrative inquiry to explore and disrupt patterns of formalistic approaches to constructions of sexuality and gender, how social constructions may be reconstructed through understandings that emerge from individuals' experiences, and experience as a way of deconstructing social frames of understanding phenomenon; and issues of relationship in the process of restorying and reconstruction of experience as ways of moving research and narrative inquiry forward, with discussion of the role of shared vulnerability in relational research. -- Copyright 2019 * Portland, OR *
ISBN: 9781838675981
Dimensions: unknown
Weight: 438g
232 pages