ERIC Number: EJ719863
Record Type: Journal
Publication Date: 2005
Pages: 11
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0024-9033
EISSN: N/A
Misreading Charlie: Interpreting a Teaching Story through Metaphor Analysis
Gillespie, Diane
McGill Journal of Education, v40 n1 p131-142 Win 2005
In this article the author interprets a teaching story, written over a decade ago, about a troubling student who failed her course. Using George Lakoff's and Mark Johnson's cognitive linguistic theory, she shows how the conceptual metaphors implicit in her interactions with the student prevented her from responding helpfully to the student's situation. Through her reexamination of "Charlie?s Story," the author demonstrates how conceptual metaphors, as interpretive tools for narrative analysis and reflection, can reveal the philosophical and social commitments that shape teachers' pedagogical practices.
Descriptors: Teaching Methods, Linguistic Theory, Figurative Language, Personal Narratives, Teacher Responsibility, Teacher Student Relationship
The McGill Journal of Education, Education Building, 3700 McTavish Street, Room 345, Montreal, Quebec, H3A 1Y2. Tel: 514-398-4246.
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A