Literaturnachweis - Detailanzeige
| Autor/in | Quackenbush, Jaime Lynn |
|---|---|
| Titel | Writing (and Re-Writing) a Gendered Educational Life: Envisioning Possibilities for Teachers' Autobiographical Texts |
| Quelle | (2010), (285 Seiten)
PDF als Volltext Ed.D. Dissertation, Teachers College, Columbia University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1242-5429-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Elementary Secondary Education; Memory; Educational Change; Autobiographies; Personal Narratives; Teaching Methods; Self Concept; Reflective Teaching; Inquiry; Curriculum; Reflection; Preservice Teachers; Student Experience |
| Abstract | I believe that in-depth exploration of one's gendered sense of self can contribute to both the personal and professional lives of educators and facilitate pedagogical and curricular change within schools and classrooms as students are offered similar opportunities for reflexive thought and learning. In this study, I both illustrate and examine the possibilities for learning about self and education that can be accomplished through creating and considering autobiographical texts. By engaging in narrative inquiry and writing as an inquiry process, I explore my interpretations of my experiences as a K12 student, a pre-service teacher, and a teacher in order to investigate the way in which my educational stories have shaped--and been shaped by--the various discourses of gender and education in my life. Using a method of "refractive autobiography"--autobiographical writing that experiments with a variety of genres, perspectives, and time periods, incorporating both "recorded" memory (in the form of physical artifacts) and imagined memory--I have engaged in a recursive inquiry process of re-reading, responding to, and writing back to the written stories of my experiences. This work has allowed me to consider and question the understandings of school, education, and self that I brought with me into my own teaching and how these have impacted both my personal and professional lives. In addition to my own learning about my gendered education self, by also providing a narrative research text that describes and challenges my experience of engaging in this autobiographical work, I outline a possible means through which other educators might utilize autobiographical writing to problematize their understandings of self and practice. I believe that this type of autobiographical inquiry can be taken up by pre- and in-service teachers, writing groups of educators, and/or mixed groups of teachers and students to further explore how discourses of gender and education are interwoven with all of our experiences in education, and that this political and purposeful work can have far-reaching effects in the field and the world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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