Emerald Publishing is delighted to announce the publication of Narrative Inquiries into Curriculum Making in Teacher Education edited by Julian Kitchen, Darlene Ciuffetelli Parker and Debbie Pushor.
In this title the authors explore how individuals’ identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education which the authors have carefully and thoughtfully constructed. The particularity of the stories expressed in this collection, provide us with multiple perspectives and multiple entry points into making deeper sense of the complexity of curriculum-making in teacher education. As the stories of experience resonate with our own or as they stand apart from them, they provoke us to re-imagine teacher education, and to retell and relive our own stories of teacher education with new possibility. Narrative inquiry offers teacher educators a way to move the telling of stories of curriculum-making in teacher education forward, to delve more deeply into stories in order to make sense of experience and to attend more closely to a curriculum of life that is educative for the self and others in teacher education.
Contributors to this volume include
F. Michael Connelly – Darlene Ciuffetelli Parker, Debbie Pushor, and Julian Kitchen – Cheryl J. Craig – Stefinee Pinnegar and Mary Lynn Hamilton – Grace Feuerverger – Ruth Mansur, Smadar Tuval, Judith Barak, Bobbie Turniansky, Ariela Gidron and Talia Weinberger – Julian Kitchen – Darlene Ciuffetelli Parker – Lynette B. Erickson and Amy B. Miner – Shelley M. Griffin – Ramona Maile Cutri – Debbie Pushor – Dixie K. Keyes – Shijing Xu – Debbie Pushor, Julian Kitchen and Darlene Ciuffetelli Parker
In Debbie Pushor’s chapter, Attending to milieu: Living a curriculum of parents alongside teacher candidates, Debbie defines and explains a curriculum of parents, its purpose and importance as an addition to teacher education curriculum, and how she lives out this curriculum alongside teacher candidates in her undergraduate courses. The chapter gives an account of her narrative inquiry into the lived experiences of two teacher candidates who were engaged in a curriculum of parents. The chapter highlights how the teacher candidates’ acceptance of dominant notions of parents as outsiders to the processes of schooling or as individuals to be wary or fearful of were interrupted by their experiences within a curriculum of parents. Debbie gives an account of the teacher candidates’ dis/positioning as they came to “un-know” their understandings of professional as someone with power and control and to re-know it as an act of standing together with parents; as a reflection of the “person to person.” The value of Debbie’s chapter is that it is the first work that has detailed a curriculum of parents. Her chapter shows the major contributions such a curriculum can add to teacher education programs.
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