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ERIC Number: EJ1167425
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1358-684X
Writing and Dialogue in, and around, a Senior Secondary Literature Classroom
Bellis, Natalie; Garcia, Jessica
Changing English: Studies in Culture and Education, v25 n1 p45-58 2018
The tradition of teachers engaging in narrative-based inquiry is now well established, as is its value for creating situated knowledge about teaching. This reflexive autobiographical article weaves together narrative accounts around a senior literature classroom environment. The article features two voices: a teacher (Natalie Bellis) and a Year 12 literature student (Jessica Garcia). Through this process of narrative inquiry, the teacher reflects on her experiences of exploring literary texts with senior students within a landscape of high-stakes assessment. In this way, the teacher engages with Dorothy Smith's notion of "writing the social," by using narrative to illuminate and critically inquire into the lived experience of teaching and learning. The motif, or thread, that binds these three narrative accounts is the act of letter-writing, which serves as a metaphor for the foregrounding of the personal within a context that is shaped by external forces that can result in conformity and generality. This tension between the "local actualities" of experiences and the institutional structures that govern them is theorised using de Certeau's metaphor of the city map.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia