ERIC Number: EJ963078
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1047-6210
EISSN: N/A
Trauma Narratives and Nomos in Teacher Education
Jones, Stephanie
Teaching Education, v23 n2 p131-152 2012
The present article draws on data from a three-year study of pedagogy in teacher education that attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu's work to emphasize the ways in which academic fields become ruled by unspoken rules and practices--"nomos"--and demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices. The article challenges taken-for-granted assumptions in teacher education that students must be positioned as future teachers; that reading educational research and texts should be a priority; that writing assignments should be privileged; and that a cognitive approach to learning in teacher education should be privileged. (Contains 4 figures and 1 note.)
Descriptors: Preservice Teacher Education, Educational Research, Trauma, Educational Practices, Teacher Education Curriculum, Educational Objectives, Phenomenology, Didacticism, Justice, Personal Narratives, Classroom Environment
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A