Prelims
Landscapes, Edges, and Identity-Making
ISBN: 978-1-83867-598-1, eISBN: 978-1-83867-597-4
ISSN: 1479-3687
Publication date: 21 October 2019
Citation
(2019), "Prelims", Landscapes, Edges, and Identity-Making (Advances in Research on Teaching, Vol. 33), Emerald Publishing Limited, Leeds, pp. i-vii. https://doi.org/10.1108/S1479-368720190000033002
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
Half Title Page
LANDSCAPES, EDGES, AND IDENTITY-MAKING
Series Page
ADVANCES IN RESEARCH ON TEACHING
Series Editor: Volumes 1–11: Jere Brophy
Volumes 12–29: Stefinee Pinnegar
Recent Volumes:
Volume 19: | From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community |
Volume 20: | Innovations in Science Teacher Education in the Asia Pacific |
Volume 21: | Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals |
Volume 22: | International Teacher Education: Promising Pedagogies (Part A) |
Volume 22: | International Teacher Education: Promising Pedagogies (Part B) |
Volume 23: | Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition |
Volume 24: | Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals |
Volume 25: | Exploring Pedagogies for Diverse Learners Online |
Volume 26: | Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry |
Volume 27: | Innovations in English Language Arts Teacher Education |
Volume 28: | Crossroads of the Classroom: Narrative Intersections of Teacher Knowledge and Subject Matter |
Volume 29: | Culturally Sustaining and Revitalizing Pedagogies |
Volume 30: | Self-study of Language and Literacy Teacher Education Practices |
Volume 31: | Decentering the Researcher in Intimate Scholarship: Critical Posthuman Methodological Perspectives in Education |
Volume 32: | Essays on Teaching Education and the Inner Drama of Teaching: Where Biography and History Meet |
Title Page
ADVANCES IN RESEARCH ON TEACHING VOLUME 33
LANDSCAPES, EDGES, AND IDENTITY-MAKING: NARRATIVE EXAMINATIONS OF TEACHER KNOWLEDGE
Featuring the scholarship of C. L. Clarke and D. A. Hutchinson
EDITED BY
VICKI ROSS
Northern Arizona University, USA
ELAINE CHAN
University of Nebraska, USA
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
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First edition 2019
Copyright © 2019 Emerald Publishing Limited
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A catalogue record for this book is available from the British Library
ISBN: 978-1-83867-598-1 (Print)
ISBN: 978-1-83867-597-4 (Online)
ISBN: 978-1-83867-599-8 (EPub)
ISSN: 1479-3687 (Series)
About the Contributors
Elaine Chan is an Associate Professor of Diversity and Curriculum Studies at the University of Nebraska-Lincoln. She teaches in the areas of: teacher knowledge, teacher education, narrative inquiry, multicultural education and student experiences of schooling. She has received publication awards from AERA Division K (Teaching and Teacher Education) and the Narrative Research SIG.
C. L. Clarke is an Assistant Professor at Brandon University. She completed her PhD at the University of Saskatchewan where her dissertation “Beyond the Muskeg: Poetic Expressions of a Narrative Inquiry into Curriculum Making and Identity-Making on the Edge of Community” won the Outstanding Dissertation Award in Social Sciences.
D. A. Hutchinson is a Visiting Assistant Professor of Curriculum Studies at the University of Kansas. Completing his PhD at the same university in 2017, he was awarded the School of Education Outstanding Dissertation Award for research on curriculum making and the composition of diverse identities around gender and sexuality.
M. Shaun Murphy is a Professor and Department Head of Educational Foundations at the University of Saskatchewan. He was an elementary school teacher in rural and urban settings for 20 years. Shaun’s research interests are based in: relational narrative inquiry, and focus on familial and school curriculum making; identity; rural education; the interwoven lives of children, families, and teachers; and teacher education.
Vicki Ross is an Associate Professor at Northern Arizona University. She coordinates the Curriculum and Instruction Program and is a Chair-elect of the Narrative Research Special Interest Group of AERA. Her scholarship interests include teacher knowledge, development and identity, curriculum studies, and narrative inquiry. She is a recipient of the Emerald Publishing Literati Award.
- Prelims
- Section I
- Chapter 1 Multiple Perspectives of the Muskeg: The Critical Role of Landscape in Shaping Teacher Knowledge
- Chapter 2 Attending to the Unfolding-ness: Exploring the Complexities of Curriculum Making in Teacher Education
- Chapter 3 Coming Alongside during the Dissertation Process: Living, Telling, Reliving, Retelling a Story of Being and Becoming a Narrative Inquirer
- Section II
- Chapter 4 Writing the Borderlands: Poetic Expression and Narrative Inquiry as Methodology Inhabiting the Space between Narrative Inquiry and Poetic Expression
- Chapter 5 Making Meaning of Meaning-Making: Understanding Experience through Story
- Section III
- Chapter 6 Beyond the Edges: Crossing the Boundaries of Identity within Autobiographical Beginnings
- Chapter 7 Lived Identity: Interrupting Identity Categories through Stories of Curriculum Making
- Chapter 8 Speaking from the Borderlands: Reframing the Edges of Community
- Chapter 9 Representing Lives: Narrative as Language for Experience
- Section IV
- Chapter 10 Meeting in the Borderlands: Vulnerability and Sustaining Relational Research
- Chapter 11 What Comes Next: Forward-looking Stories of Research-as-experience
- Index