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ERIC Number: EJ944897
Record Type: Journal
Publication Date: 2011-Jul
Abstractor: As Provided
Reference Count: 11
Using Narrative to Examine Positionality: Powerful Pedagogy in English Education
Knight, Suzanne D.
English Teaching: Practice and Critique, v10 n2 p49-64 Jul 2011
This article represents one portion of a systematic examination of a narrative inquiry project designed for pre-service English education students. It offers a narrative writing and a reflective writing of one student, Lisa, to demonstrate how the project worked in her efforts to investigate the nature of students, teaching and students' learning. It also points to some implications for English language arts teacher preparation. First, what kinds of pedagogies might support prospective English language arts teachers as they grapple with complex concepts, and how might teacher educators create "safe spaces" where these pedagogies then become possible? How might teacher educators locate themselves in the classroom in order to enact these pedagogies? Furthermore, how do projects such as the one described reflect visions--though arguably problematic--that can be developed into segments of teacher preparation curriculum in ways that support the knowledge base for teaching and that are also responsive to prospective teachers' perceived needs?
Descriptors: Language Arts, Knowledge Base for Teaching, Teacher Educators, English Teachers, Preservice Teacher Education, Personal Narratives, Reflection, Teaching Methods, Teacher Role, Teacher Education Curriculum, Social Influences
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: email@example.com; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A