Challenging Our Stories as Teacher Educators for Social Justice: Narrative as Professional Development

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dc.contributor.author Page, Michelle
dc.contributor.author Curran, Mary
dc.date.accessioned 2010-12-22T20:09:31Z
dc.date.available 2010-12-22T20:09:31Z
dc.date.issued 2010
dc.identifier.uri http://hdl.handle.net/10294/3147
dc.identifier.uri http://ineducation.ca/article/challenging-our-stories-teacher-educators-social-justice-narrative-professional-development en
dc.description.abstract In this paper we report on a collaborative self-study in which we reflect upon our practice as teacher educators through a critical multicultural and white studies framework. We developed a pedagogical tool for our own professional development as teacher educators, modeled on the type of narrative assignments we ask of our students. We wrote stories about difficult moments in our practice, shared these with colleagues and reflected upon their responses. In this activity, we aimed to practice what we preach, as we model our commitment to being life-long learners; our respect for the power of listening to others and considering multiple perspectives; and our constant desire to critique and transform our practice in ways that are more effective and contribute to the educational success of all students. Our analysis of our experience demands that we reconsider our assumptions about student learning, how we hold our students accountable, and how we are socialized as white women within the academy of higher education. Keywords: narrative, teacher education, multicultural education en_US
dc.language en en
dc.language.iso en en_US
dc.publisher University of Regina, Faculty of Education en_US
dc.title Challenging Our Stories as Teacher Educators for Social Justice: Narrative as Professional Development en_US
dc.type Article en_US
dc.description.authorstatus Other en_US
dc.description.peerreview yes en_US


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