Landscapes, Edges, and Identity-Making: Narrative Examinations of Teacher Knowledge

by Vicki Ross (Editor), Elaine Chan (Editor)

Overview

Featuring the work of Cindy L. Clarke and Derek A. Hutchinson, this volume explores experiences of narrative inquiry in order to make sense of research, identities, and the response community we have created through this process. Experts in the field bring together thinking and experiences in the current educational landscape to better understand the ways researchers have shaped and been shaped by their work. The process of collaboration on this volume has provided a deeper understanding of some of the ways in which narrative inquirers are able to establish and sustain relationships over time and distance. Narrative inquiry is inherently relational and this book deepens understanding regarding the ways in which academics working together enables, enhances, and animates individual research. The methodological approaches used are rooted in this relational ontology. Artistic methods that engage metaphor such as poetry and story are utilized in order to attend to the complexities of lives and the nuances of experience.  
Through this unique approach, this volume addresses the benefits of Researchers emphasizing relationships in their work and will prove an invaluable contribution for researchers and leaders in the field of Education and Teaching.

Product Details

ISBN-13:	9781838675981
Publisher:	Emerald Publishing Limited
Publication date:	10/21/2019
Series:	Advances in Research on Teaching , #33
Pages:	232
Product dimensions:	5.98(w) x 9.02(h) x 0.78(d)

About the Author

Vicki Ross is Associate Professor, Northern Arizona University, USA, and coordinates the Curriculum and Instruction Program and is Chair-elect of the Narrative and Research Special Interest Group of AERA. Her interests include teacher knowledge, development, and identity, curriculum studies, and narrative inquiry. She is a recipient of the Emerald Publishing Literati Award. 
Elaine Chan is Associate Professor of Diversity and Curriculum Studies at the University of Nebraska-Lincoln, USA, and specializes in the areas of teacher knowledge, teacher education, narrative inquiry, multicultural education, student experiences of schooling.

Table of Contents

Chapter 1. Multiple perspectives of the muskeg: The critical role of landscape in shaping teacher knowledge;  Elaine Chan and Vicki Ross 
Chapter 2. Attending to the Unfolding-ness: exploring the complexities of curriculum making in teacher education; Derek Hutchinson & Cynthia Clarke  
Chapter 3. Coming Alongside During the Dissertation Process: Living, Telling, Reliving, Retelling a Story of Being and Becoming a Narrative Inquirer; M. Shaun Murphy 
Chapter 4. Writing the Borderlands: Poetic Expression and Narrative Inquiry as Methodology: Inhabiting the Space Between Narrative Inquiry and Poetic Expression; Cynthia Clarke 
Chapter 5. Making Meaning of Meaning Making: Understanding Experience Through Story; Derek Hutchinson
Chapter 6. Beyond the Edges: Crossing the Boundaries of Identity Within Autobiographical Beginnings; Cynthia Clarke 
Chapter 7. Lived Identity: Interrupting Identity Categories through Stories of Curriculum Making; Derek Hutchinson 
Chapter 8. Speaking from the Borderlands: Reframing the Edges of Community; Cynthia Clarke 
Chapter 9. Representing Lives: Narrative as a Language for Experience; Derek Hutchinson 
Chapter 10. Meeting in the Borderlands: Vulnerability and Sustaining Relational Research; Cynthia Clarke and Derek Hutchinson 
Chapter 11. What Comes Next: Forward Looking Stories of Research-as-Experience; Cynthia Clarke and Derek Hutchinson

Editorial Reviews

This volume contains 11 chapters by curriculum studies specialists from North America who explore the factors and influences that contribute to building teacher knowledge, with a focus on the work of C.L. Clarke and D.A. Hutchinson on the intersection of teacher knowledge, experience, and identity, particularly the relational nature of a narrative inquiry as a methodology to understand experiences. It emphasizes the critical role of context, or landscape, in the development of teacher knowledge and argues for a conception of teacher knowledge as the development of a body of professional knowledge that is informed by personal and professional experiences across time, space, and interaction. Chapters address the complexities of curriculum making in teacher education; the process of doctoral research in relation to narrative inquiry; methodological developments, descriptions, and explorations of methods of narrative inquiry, including poetic expression and making meaning through story; autobiography and narrative inquiry, the use of narrative inquiry to explore and disrupt patterns of formalistic approaches to constructions of sexuality and gender, how social constructions may be reconstructed through understandings that emerge from individuals' experiences, and experience as a way of deconstructing social frames of understanding phenomenon; and issues of relationship in the process of restorying and reconstruction of experience as ways of moving research and narrative inquiry forward, with discussion of the role of shared vulnerability in relational research.

Copyright 2019