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1.
Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2010,5(3):625-647
Examining role forces and resources available to new teachers is crucial to understanding how teachers use and expand cultural,
social, and symbolic resources and how they engage teaching for social justice and caring in urban science education. This
critical narrative inquiry explores three levels of story. First, the narratives explore my role as a district science staff
developer and my efforts to leverage district resources to improve students’ opportunities to learn science. Second, the narratives
explore the ways in which a novice science teacher, Tina, navigated role forces and the aesthetic|authentic caring dialectic
in a high poverty, urban school. A third level of narrative draws on sociological theories of human interaction to explore
role forces and how they shaped Tina’s developmental trajectory. I describe how Tina expanded cultural, social, and symbolic
resources to enact her teaching role. 相似文献
2.
《中学教与学》2011,(4)
Plato on Political Rhetoric
Generally, Plato was regarded as being hostile to rhetoric. However, I will show that in Plato＇s some important political dialogues he still verifies the significance of rhetoric or persuasion. Then, I list the attacks of Plato on his contemporary rhetoric, which is called in the essay as ＂politician rhetoric＂. On the other hand, Plato also articu- lates the characteristics of true rlhetoric, which I name as ＂dialectical rhetoric. ＂ In order to elaborate ＂dialectical rhetoric＂, I take Pericles as an example to show how the dialectic rhetoric could work in the real political world. Finally, I point out that dialectical rhetoric still can give some reflection for today＇s political rhetoric. It contains the ideal of the good, caring the soul of the audience, speaking the truth, insisting the right thing with reason, etc. 相似文献
3.
Jennifer Hauver James 《Gender and education》2010,22(5):521-534
In this paper, I interrogate the implicit and largely unexamined relationship between mothering and elementary teaching as they are informed by dominant notions of caring in the United States. In an environment where students were seen as not receiving adequate care at home, the teachers in this study felt a need to act as mothers in their professional lives. The consequences of such “deficit thinking” for students are well explored in the literature on teaching and learning. What has been less well explored are the consequences of this teacher‐as‐mother notion for teachers themselves. Drawing from the narratives of six women elementary school teachers, I suggest that assuming the role of mother to one's students not only devalues students' identity and experience, but limits teachers' ability to adequately care for themselves. 相似文献
4.
Jung‐ah Choi 《British Journal of Sociology of Education》2005,26(2):269-283
The 1990s, a decade of democratic advances and consumption euphoria in South Korea, heralded a new wind called ‘neoliberal education’. It is within this historical juncture that I conducted an ethnographic research on low‐income youths who had dropped out of mainstream high schools. While I investigated these youths’ educational and career aspirations, I examined how discourses in neoliberal freedom and free marketization shape (and are shaping) these youths’ self‐fashioning. Central to my analysis is how this process of identity construction is intersected with class marginality. A predominate number of youths in my research express their preference in service sector and/or entertainment industries. The paper addresses how neoliberal discourses and consumerism ;rhetoric are negotiated and transformed in youth’s narratives on aspirations. The analysis speaks to the ideological pitfall of neoliberalism, echoing critical scholars’ thesis that neoliberalistic education with free market principles perpetuated and broadened existing inequalities. 相似文献
5.
Rachel E. Wilson 《International journal of qualitative studies in education》2013,26(8):887-905
I argue that Ricoeur’s preunderstandings can be used as a heuristic to aid researchers who collect narratives as data (1) to identify cultural meanings that become resources for participants’ positioning work, (2) to ground the identified cultural meanings in participants’ experiences, and (3) to understand participants’ interpretations of constraint and agency within that context. I outline how the philosophical hermeneutics of Ricoeur is consistent with a sociocultural perspective on positioning and identity, as well as present data analysis questions developed from Ricoeur’s ideas of narrative configuration to explore common cultural meanings used by participants in interpreting their lived experience. These questions provide a strategy to examine how participants may be referring to common cultural meanings but their individual interpretations of these meanings can have different implications for their feelings of agency. 相似文献
6.
Reflecting on my experience as a teacher and a lesbian in a second-level school in Ireland in the early 1990s, I use an auto-ethnographic approach first to explore some of the ways dominant narratives can silence, constrain and marginalise some people. Projecting forward to an imagined future, I draw on creative writing to ‘re-frame’ how identity could be represented and experienced. While it is noted that context, attitudes and experiences have changed for the better in the intervening decades, legislative frames still hold fast, and heteronormativity continues to curb expressions of difference. Adopting a creatively disruptive style and format, I hope to provide a glimpse of a new normal in schools where more positive and less alienating experiences are imaginable … for everyone. 相似文献
7.
《Teaching and Teacher Education》2006,22(6):675-689
This article describes the results of studies into the intrapsychic disturbance experienced by student teachers. The process of becoming a teacher is explored in terms of transition and the emergence of a teacher identity. Interview data were developed into case study narratives around the theme of an emerging professional teacher self. The study drew on psychoanalytic theory to interpret the potential conflict between the students’ emerging identity and a historical, non-professional self. The fourth and final case study presented here illustrates how one student used an extended piece of personal writing during her pre-service course to explore her emerging teacher identity. 相似文献
8.
Niya Pickett Miller 《Communication quarterly》2019,67(2):123-139
Through the rhetoric of whiteness, the term “albino” distinguishes an albinic body from the “normal” white skin color of a White person. However, “albino” bodies may reposition themselves closer towards perceived normalcy via emancipatory rhetoric. This study analyzes the emancipatory rhetoric within TEDx talks presented by albinic, Black fashion models, Diandra Forrest and Shaun Ross.It is argued that the two utilize personal narratives to un-otherize(emancipate) from the stereotypical “albino” identity and highlight the complexity of race and difference-making in our culture. 相似文献
9.
Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(3):601-610
As we contemplate on teacher identity research, there is a need to place a teacher’s narratives or story-lines at the center of that work. In this forum, in response to the insightful commentary from Stephen Ritchie and Maria Iñez Mafra Goulart and Eduardo Soares, I place a greater emphasis on understanding Daisy’s narratives from an existing social identity framework. Narratives tell us intricate and complex actions that a teacher has taken both personally and professionally. Additionally, narratives help us see implicit nature of identity explicitly. Therefore, a greater focus has to be placed on interactions and utterances of a teacher to make sense of who they are and what they do as expressed by their own words (identity and action). Finally, I join with Ritchie and Goulart and Soares to advocate that identity research needs to include participants as co-researchers and co-authors as identities are very personal and complex to be fully understood by the outsiders (researchers). 相似文献
10.
YA fiction is well known for a prevalence of narratives that explore identity and identity change. Critics have constructed multiple theoretical frameworks that help put into words the workings of adolescent identity in these novels. This article adds to that discussion by analysing Jacob, the main character of Aidan Chambers’ Postcards from No Man’s Land, (The Bodley Head, London, 1999), through the framework of Julia Kristeva’s intertextual theory, where any socio-cultural element can be an intertext, from a specific song to a political ideology. By returning to Kristeva’s original broad interpretation of textuality, I consider Jacob’s identity itself a text, shaped by the intertexts in his socio-cultural environment. My analysis then focuses on how Jacob’s process of identity development is empowered through the various intertexts with which he is presented over the course of Postcards’ narrative.
相似文献11.
Gale Seiler 《Cultural Studies of Science Education》2011,6(1):13-32
Although communities and schools in North America are increasingly diverse and positioned in a global web, schools continue
to adhere to Western norms and the teacher workforce remains largely White, continuing an ideology of collective sameness
and conformity. Hybridization of teacher identity and of science teaching are suggested as ways to advance an ethic of solidarity
through difference (cosmopolitanism) with science teaching as its vehicle. In this paper, I explore identity hybridization
among non-dominant science teachers as they merge identity narratives, or who they are around science and science teaching,
with who they are out-of-school. Our attention is focused on their experiences of dis-identification with science in terms
of diaspora, or the sense of being taken away from what one knows and values. By generating a creolized approach to science
teaching, teachers create possibilities for greater student identification with science in school, which in turn has potential
for changing the face of who does science and of science itself. 相似文献
12.
Jennifer L. Cohen 《Discourse: Studies in the Cultural Politics of Education》2010,31(1):105-119
Public education discourse in the USA has been characterized by messages of crisis shaping education policies across national contexts. Education policy solutions target a lack of qualified teachers and insufficient oversight of teacher practice as central factors in the crisis, placing teacher identity as knowledgeable, authoritative professionals at the center of educational reform debates. Mainstream news media is a key site for education policy debate. I employ critical discourse analysis of education news published in a major US newspaper, uncovering how grammar patterns in news discourse situate teacher identity in relation to knowledge and authority. I demonstrate how the paper's discourse frames teacher identity in terms of Accountability and Caring and discuss how, in the context of larger economic and social policy debates, Accountability gains authority over caring to shape education policy. I call for teachers to integrate critical participation in public education debates as key element of professional identity. 相似文献
13.
Elizabeth De Freitas 《Interchange》2007,38(4):335-350
In this paper I examine the dilemma faced by reflexive narrative inquirers who write in the first-person “I” while advocating for a postmodern reading of the “self.” This paper asks the question: How can the reflexive educational researcher craft a research narrative that, on the one hand, strives for self-presence, while on the other hand, denies the transparency of language? I discuss current post-structuralist critiques of educational research rhetoric, and extend the critique to narrative research, suggesting that an arts-informed approach to narrative allows researchers to disrupt the authority of their text. I explore the use of a specific fictionalizing technique – the unreliable narrator – to assist readers in critically deciphering reflexive research narratives. 相似文献
14.
Hailey Nicole Otis 《Quarterly Journal of Speech》2013,99(4):369-389
Serious considerations of intersectionality are critical to the future and viability of feminist rhetorical scholarship and scholars have made impressive methodological shifts in response to this exigency. However, though feminist rhetorical scholarship has painted a rich picture of how intersectionality operates at the level of the critic, I suggest that there needs to be more critical investigation of how intersectionality functions at the level of discourse—how it is constituted by and through rhetoric. To this end, I develop a theory of intersectional rhetoric, which I argue emerges at the point where intersectionality as an analytic sensibility and embodied rhetorical praxis converge. I theorize the ways in which intersectional rhetoric manifests junctures between (1) theory and experience, (2) discourse and materiality, and (3) academic and activist intellectual spheres to develop more nuanced political arguments about structural oppression on multiple axes. I use the work of body positive activist Ashleigh Shackelford as a case study for examining how, through what techniques, and to what end rhetors craft these links in performances of intersectional rhetoric. I conclude by discussing the implications a theory of intersectional rhetoric has for rhetorical theory, rhetorical critics, and intersectional feminist activism. 相似文献
15.
G. HALLDEN 《Gender and education》1997,9(3):307-315
ABSTRACT Writing an autobiography is one way of understanding one's history. In this article fictional stories of a future life are used as a key to understanding young people's conceptions of family relationships and of their own positions in a gender and power system. One hundred and forty-one pupils, aged 13-14, were asked to write and make drawings on the theme 'My future family'. The stories and drawings made by the 58 boys are the subject of my discussion here. The pupils were assigned the task as part of their schoolwork and the project was carried out in collaboration with their teachers. The future lives depicted in the pupils' scenarios do not always reflect traditional family life. Instead, many of the stories are concerned with power relations and dependency, with caring for other people, and in some instances they are manifestations of independence. The narratives are analysed in relation to how the boys describe relationships and how they use 'I' and 'we' in the narratives. It is argued that the narratives reflect the boys' ways of exploring a male identity. 相似文献
16.
Brigitte C. Scott 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):530-549
Symbolic violence may not be a desirable theory to apply to public schooling—its structuralist limitations render it deterministic, lacking in human agency, and unpalatable to researchers and educators who see schools as viable and productive sites of social transformation. Perhaps for these reasons, it seems little has been written about symbolic violence in schools, and what has been written tends to focus primarily on the symbolic, institutionalized violence imparted by schools and teachers upon students. In this article, I offer a shift in these perspectives. I present symbolic violence as a productive analytical tool in identifying modes of resistance to specific damaging effects of schooling institutions. I also illustrate how symbolic violence victimizes one particularly caring teacher, rendering her compliant in her own victimization, without voice to accurately name her struggles, and—because of her ethic of care—complicit in reproducing damaging institutionalizing practices. Using ethnographic data, I explore symbolic violence via one teacher's reflective, critical narratives. I draw upon the tenets of dialogicality in language to help make more visible the often intangible elements of symbolic violence. And at various points in the article, I discuss the implications of engaging an analytic that ultimately runs counter to my own epistemology, turning to Maxine Greene for insight in the struggle. 相似文献
17.
Mathematical biography and key rhetoric 总被引：1，自引：0，他引：1
Raimo Kaasila 《Educational Studies in Mathematics》2007,66(3):373-384
The intention of this article is to consider the use of narrative and rhetorical inquiry as research methods. I construct
a mathematical biography of one elementary teacher trainee, Sirpa, who had performed well in her advanced mathematics course
in upper secondary school. I describe her development as a mathematics teacher during teacher education from her second-year
methods course and teaching practice to fourth-year teaching practice. Narrative inquiry is more than a case study: Sirpa’s
mathematical biography is a story that describes how she constructs her mathematical identity. I also analysed the key rhetoric
that Sirpa used in her talk, key rhetoric here referring to the strategy by which she constructed continuity and coherence. 相似文献
18.
Jennifer Esposito 《Equity & Excellence in Education》2013,46(3):273-288
This article is an autoethnographic account of how I negotiated intersectional identities as a Latina, mother, and professor, mentoring students of color. Specifically, I examine the ways mothering shaped my relationships with the students I mentored. I engaged in “othermothering” and utilized “pedagogies of the home” by creating reciprocal relationships of caring and nurturing. Utilizing critical race theory (CRT) and testimonio, I argue that my identity as a mother of color successfully negotiating the tenure track impacted the ways in which I mentor(ed) students of color. 相似文献
19.
Melanie Nind 《International Studies in Sociology of Education》2013,23(2):87-98
This article is concerned with the intersection between learning difficulties and social class. It also inevitably tells of the gender‐class interface in relation to women’s caring roles. I use the life story narratives of three mothers and a grandmother of a person with learning difficulties, together with concepts from Bourdieu, to explore the ways in which class‐related capital and habitus affect their life experiences and their interactions with educational and other professionals. The data are the stories of (grand)mothers reflecting on life events, particularly in relation to decision making surrounding education, while simultaneously providing subtle, rich pictures of their socio‐economic contexts. I illustrate how privilege and disadvantage are reproduced partly for the families through their institutional interactions, which are differentiated according to economic and social resources. The stories re‐presented in this paper provide powerful examples of how experiences of living with learning difficulties and disabilities are situated in one’s class position and how struggles for inclusion are at once common and particular. 相似文献
20.
Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England 
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下载免费PDF全文 Anthony John Maher Philip Vickerman 《Journal of Research in Special Educational Needs》2018,18(1):15-24
One outcome of England's Code of Practice’ (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs co‐ordinator (SENCO). Semi‐structured interviews were conducted with SENCOs and LSAs to explore: (i) why they chose their occupation; (ii) how they conceptualise their role and (iii) the decisions they make when endeavouring (or not) to cultivate an inclusive culture in schools. Many SENCOs sought the role in order to increase the educational attainment and life chances of pupils with special educational needs and/or disabilities (SEND). Inclusive concepts such as fairness, equality and social justice underpinned their rationales. LSA justification was more pragmatic and often related to how the role would help them to achieve a further career ambition, or because it was compatible with personal circumstances. Younger participants thought that they could strengthen their teacher training applications by using the role of LSA to gain more experience working in schools generally, and with pupils with SEND in particular. The role of both SENCO and LSA has been found to be extremely diverse in England, depending largely on the needs and resources of the schools in which these two groups find themselves. 相似文献