Teacher Narratives as Interruptive: Toward Critical Colleagueship

Gallagher, Chris; Gray, Peter M.; Stenberg, Shari J.

doi:10.1353/sym.2002.0011

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…I understand why my students, as classmates, listen for connections among their comments and questions during the discussion, and I want to continue to help them listen for difference and dissonance, too. As Gallagher et al (2002) argue:…”

Section: Structuring Exploratory Speechmentioning

confidence: 99%

Inquiry Journal Facilitation

Rivera-Mueller

2022

Prompt

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The Inquiry Journal Facilitation is a project that helps preservice teachers develop habits of mind for engaging in critical dialogue about the situations they confront in their teaching contexts. In this project, preservice teachers compose a piece of writing that examines an idea, question, or issue that emerges from their clinical teaching site and lead an inquiry-based discussion about the ideas raised in their writing. Pairing the activity of writing with the activity of discussion creates a context for preservice teachers to create “exploratory speech” (Smagorinsky, 2013) collaboratively. In doing so, preservice teachers practice intellectual moves—framing observations, explaining those constructions, and posing questions—that are essential for teacher-learning.

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Section: Structuring Exploratory Speechmentioning

confidence: 99%

Inquiry Journal Facilitation

Rivera-Mueller

2022

Prompt

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Creative pedagogies and collaboration: an action research project

Kuntz

Presnall

Priola

et al. 2013

Educational Action Research

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Naming Our Sexual and Sexualized Bodies in the Classroom

Gust

Warren

2008

Qualitative Inquiry

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This is an essay about what teachers come to know as they struggle to name their historically minoritized, non-normatively sexual and sexualized bodies as teachers in a variety of educational contexts. Regardless of one's opinion on the efficacy of "coming out" in the classroom-and the authors ask the readers to kindly consider the possibility that one might "come out" as heterosexualit is certain that teachers' bodies are sexual and sexualized. Therefore, what the authors ask the readers to consider is not a question of if they name their sexual and sexualized bodies as teachers but rather how they name their sexual and sexualized bodies as teachers. And not naming counts, too. In this essay, the authors commingle their stories of doing the naming of their sexualized teachers' bodies with a collection of scholarly attempts to name sexual bodies in theory.

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Teacher Narratives as Interruptive: Toward Critical Colleagueship

Cited by 3 publications

References 16 publications

Inquiry Journal Facilitation

Inquiry Journal Facilitation

Creative pedagogies and collaboration: an action research project

Naming Our Sexual and Sexualized Bodies in the Classroom

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