Sites of Living Pedagogy in (French) Teacher Education: An Autoethnographic Self-Study

Leitao Csada, Stephenie Francisca
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Faculty of Graduate Studies and Research, University of Regina
The aim of this dissertation is to illuminate the sites of my living pedagogy as a teacher educator who works in a minority language context. Using a fragmented narrative approach and calling upon poststructural and feminist theory, this autoethnographic self-study privileges two guiding concepts. The first originates from the work of Bullough and Pinnegar (2001) who explain that, “the aim of self-study research is to provoke, challenge, and illuminate rather than confirm and settle” (p. 20). The second guiding concept is Aoki’s (2005) notion of living pedagogy. Aoki states that “for a teacher researcher, an insistent question is, “Where is living pedagogy located?” (p. 425). Thus, the intent of this study is not to pinpoint and confirm absolutes that emerge from these sites that exist in my practice as a teacher educator, but rather to answer the following overarching question: As a minority language context teacher educator, how may these spaces of productive tensionalities provoke me to reimagine my practice, to challenge assumptions and values that are inherent but perhaps hidden within these spaces, and to illuminate new and perhaps slippery insights about my practice and subjectivity as a teacher of teachers? In this study, the often overlapping sites of living pedagogy that were illuminated included the construction of professional and linguistic subjectivities, the negotiation of hybrid identities, the troubling of discourses informed by colonial elements such as colour-blindness, multiculturalism and the invisibility and dominance of whiteness, as well as the tensionalities of planning to engage pre-service teachers in the negotiation of these discourses.
A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Education, University of Regina. vii, 245 p.