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ERIC Number: EJ976238
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1478-2103
Using Vignettes as Self-Reflexivity in Narrative Research of Problematised History Pedagogy
Hunter, Philippa
Policy Futures in Education, v10 n1 p90-102 2012
This article focuses on the use of vignettes as an emergent dimension of narrative research writing. The author draws on doctoral research that problematised history curriculum and pedagogy with pre-service teachers in the context of secondary teacher education in New Zealand. Pedagogic crossings of history education sites, and negotiation of disciplinary boundaries were storied in the narrative research. A lived experience of curriculum continuity and change had shaped a critical pedagogy orientation in the author's theorising and practice. This featured a self-reflexivity of pedagogic identities including those of student, practitioner, and researcher. The narrative writing was conceptualised as a layered "bricolage" of academic socialisation, engagement with theory, and practitioner work. Accordingly, it proved unworkable to distance the author's lived experience and pedagogic identities from the narrative, for these lay at the heart of the research. Therefore, the styling of vignettes became a creative way to story self-reflexivity within academic writing. Vignettes were conceived as inside stories that recalled pedagogic voices and evoked themes of curriculum disturbance as transgression, and desire as re-imagined history curriculum. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand