ERIC Number: EJ974166
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 32
To Be Heard, to Be Seen, to Matter: Consequences of/for Self in Utilizing One's Narrative
Allison-Roan, Valerie A.; Hayes, Michael P.
Studying Teacher Education, v8 n2 p127-141 2012
This self-study describes the development and use in a preservice literacy course of the first author's narrative of her own schooling. The introduction to that narrative is included in this paper. The full text of the narrative also describes the impact of school readiness, resource placement, transience, poverty, and teachers' responses and expectations on my school experiences and my sense of self. Methods of data collection included students' anonymous responses to the narrative, in-class discussion, students' final course papers, my research journal, field notes, and retrospective re-analysis. The perspective of a colleague who is serving as a critical friend on my journey is incorporated in the paper as dialogical insets interrogating my practices and interpretations. Writing, analyzing, and using the narrative in my teaching served to clarify my understanding of how my childhood and schooling shape my current work. Sharing it with students was built on the belief that doing so would encourage their development of understanding for students who have histories and backgrounds unlike their own.
Descriptors: School Readiness, Discussion (Teaching Technique), Preservice Teacher Education, Literacy Education, Personal Narratives, Educational Experience, Resource Allocation, Poverty, Teacher Attitudes, Self Concept, Teacher Student Relationship, Teaching Methods, Teacher Background
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A