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Representing teachers
ARTICLE

TATE Volume 13, Number 1 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The article scrutinizes the currently strong movement in sponsoring teachers stories and narratives. At precisely the time the teachers voices are being enthusiastically pursued and promoted, the teachers work is being technisized and narrowed. As the movement grows to celebrate the teachers knowledge, it is becoming less and less promising as a focus of research and reflection. The teachers work intensifies, as more and more central edicts and demands impinge on the teachers world leaving the space for reflection and research progressively squeezed. Stories and narratives therefore, can form an unintended coalition with those forces which would divorce the teacher from knowledge of political and micro-political perspectives, from theory and from broader cognitive maps of influence and power. Hence new modalities using teachers stories and narratives as a starting point need to embrace wider historical and political discourses.

Citation

Goodson, I.F. Representing teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 13(1), 111-117. Elsevier Ltd. Retrieved December 5, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(96)00038-8