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ERIC Number: EJ870878
Record Type: Journal
Publication Date: 2009-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1350-4622
Teachers' Environmental Education as Creating Cracks and Ruptures in School Education: A Narrative Inquiry and an Analysis of Teacher Rhetoric
Hwang, Seyoung
Environmental Education Research, v15 n6 p697-714 Dec 2009
This article discusses a narrative inquiry as a methodology for understanding and examining teachers' interpretations of their environment-related teaching experiences. Focusing on the value of teacher stories for interrogating the discursive practices of schools as institutional contexts, four main rhetorical themes are identified to illustrate how teachers' engagements in practice and thinking with environmental education display ongoing identity work. Five Korean secondary science teachers' stories illustrate the dynamic processes and interplay between multiple discourses, such as the "proper", "good", "science" teacher, and the cultural norms, resources and subject positions available to them, as they take up and explain their own and others' meanings and subject positions in science education and environmental education. The paper discusses the value of narrative inquiry to conceptualising teacher agency in ways that offer alternatives to conventional research perspectives in this field, and in taking account of the possible meanings of environmental education, the possibility of creating cracks and ruptures in the "sense-making" discourses and "sense that is made" of experiences of environmental education and school education more widely. (Contains 6 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea