Investing in the curricular lives of educators: narrative inquiry as pedagogical medium

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dc.contributor.author Latta, Margaret Macintyre
dc.contributor.author Kim, Jeong-Hee
dc.date.accessioned 2012-07-20T16:25:27Z
dc.date.available 2012-07-20T16:25:27Z
dc.date.issued 2012-07-20
dc.identifier.uri http://hdl.handle.net/2097/14055
dc.description.abstract This paper draws on the experiences of two graduate level curriculum theory classes taught at different teacher education institutions in the United States. As teacher educators and curriculum theorists, we invest in creating reflexive spaces for teachers to explore the complex terrain of lived curriculum. Narrative inquiry is chronicled as acting as an important pedagogical medium toward this aim. The purpose of the paper is to explore what practicing teachers’ narratives reveal about their curricular roles in relation to theory and practice. As participating educators consider their associated teaching identities, phenomenological notions of place are found to be fitting as they navigate understandings of lived curriculum as situated, thoughtful, and intentional. Insights generated through reflexive analysis manifest three thematic intersections: 1) Teachers confronting dissonance between theory and practice as teaching identity displacement; 2) Teachers negotiating greater implacement; and 3) Teachers moving toward embodying the creative space for teaching and learning. Renewed roles surface for teacher educators and curriculum theorists, challenging all involved to purposefully foster contexts for professional learning rather than subservience, and claim the responsibilities to provide the intellectual, emotional, and pragmatic spaces where teachers’ lived curriculum efforts can be developed and nurtured. en_US
dc.relation.uri http://www.tandfonline.com/doi/abs/10.1080/00220272.2011.609566 en_US
dc.rights This is an electronic version of an article published in Journal of Curriculum Studies, 43(5), 679-695. Journal of Curriculum Studies is available online at: http://www.tandfonline.com/doi/abs/10.1080/00220272.2011.609566 en_US
dc.subject Curriculum theorizing en_US
dc.subject Teacher education en_US
dc.subject Professional knowledge en_US
dc.subject Narrative inquiry en_US
dc.title Investing in the curricular lives of educators: narrative inquiry as pedagogical medium en_US
dc.type Article (author version) en_US
dc.date.published 2011 en_US
dc.citation.doi doi:10.1080/00220272.2011.609566 en_US
dc.citation.epage 695 en_US
dc.citation.issue 5 en_US
dc.citation.jtitle Journal of Curriculum Studies en_US
dc.citation.spage 679 en_US
dc.citation.volume 43 en_US
dc.contributor.authoreid jhkim en_US

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