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ERIC Number: EJ1022187
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1354-0602
Letting Experience in at the Front Door and Bringing Theory through the Back: Exploring the Pedagogical Possibilities of Situated Self-Narration in Teacher Education
Iftody, Tammy
Teachers and Teaching: Theory and Practice, v19 n4 p382-397 2013
As a means of exploring what "learning through experience" in teacher education might look like, situated self-narration is both conceptualized and performed here as the discursive practice through which already familiar and remembered experience may re-presented and re-organized from a forward-looking vantage point. Drawing on poststructuralist views of language and subjectivity and framed by a "pedagogy of possibility" (Simon, 1992), situated self-narration involves three main discursive strategies: interruption, interrogation and interpretation. By way of illustration, I use memory to interrupt my relationship to the dominant narrative of "English Teacher as avid reader" and interrogate my everyday experiences of being a girl as mediated by popular culture, in both cases, drawing on a poststructuralist understanding of identity as an evolving constellation of discursive practices and foregrounding the distinctive qualities of one's experiences as a possible source of agency. I consider the pedagogical possibilities of such identity work in the context of English teacher education, specifically in terms of teaching theory through the back door (Luke, 1993). I engage what it means to say that the way we "word the world" matters (St. Pierre, 2000) through my own interpreted experience as an evolving yet situated subjectivity; a consciousness-that-teaches.
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Publication Type: Reports - Evaluative; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A