To provide an understanding of the learning in teacher education that happens in a voluntary and deliberate small group gathering place, we story our living out of relational knowing, respectful listening, response, inquiry, ‘world’-travelling, attending to tensions, learning to think narratively, and becoming teacher educators. What we open up in this chapter is a subtle but radical shift in how teacher educators can be educated.
Steeves, P., Yeom, J., Pushor, D., Nelson, C., Mwebi, B.M., Murray Orr, M., Murphy, M.S., Glanfield, F., Huber, J., Clandinin, D.J. (In press). The research issues table: A place of possibilities for the education of teacher educators. In C.J. Craig & L.F. Deretchin (Eds.), ATE Teacher Education Yearbook XVII. Lanham, ML: ScarecrowEducation (An imprint of the Rowman & Littlefield Publishing Group).
For some narrative inquirers, there is an interrelationship with action research, if we understand action research as research that results in action or change in the practices of individual researchers, participants, and institutional practices. In this chapter, Clandinin and I take on the task of exploring these interconnections between narrative inquiry and action research understood from this perspective.
Pushor, D. & Clandinin, D.J. (In press). The interconnections between narrative inquiry and action research. In B. Somekh & S. Noffke (Eds.), Handbook of Educational Action Research. London: SAGE Publications.
In this chapter, I tell stories which speak of typical and taken-for-granted practices about how parents are often rendered invisible in schools and how their parent knowledge is overlooked as teachers privilege their own knowledge and prioritize the school’s agenda over that of the parents. In my restorying of these practices, I bring forward a glimpse of what is possible, what can be realized for children, parents, families, and educators, when we challenge the assumptions and beliefs that underlie typical school practices, and when we interrupt them to put new practices in their place.
Pushor, D. (In press*). Are schools doing enough to learn about families? In T. Turner-Vorbeck & M. Miller Marsh (Eds.), Learning to listen to families in schools. New York: Teachers College Press. *The anticipated release date of this book is April, 2009.
This piece on collaborative research is an entry in The SAGE Encyclopedia of Qualitative Research methods. It focuses on the epistemological, ideological, and ethical beliefs which underlie collaborative research and the ways in which those beliefs are translated in the design, implementation, and dissemination of such research.
Pushor, D. (In press. Projected publication date 8/19/08). Collaborative research. In L.M. Givens (Ed.), The SAGE Encyclopedia of Qualitative Research Methods. Thousand Oaks, CA: SAGE Publishers. 9 pp.
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