Browsing Scholarship of Teaching & Learning by Subject "Teacher education"
Now showing items 1-3 of 3
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McMillan, Wendy (Routledge, 2004)[more][less]
Abstract: This paper is conceptually informed by a reading of Peter McLaren's work (1993). Drawing on the relationship that he signals between identity, narrative, and social action, it sets out to examine the ways in which identity shapes narratives of academic performance and consequent action. Speci®cally, I present the narratives of academic performance of a social grouping within a cohort of preprimary teacher education students. These students are all women, historically classi®ed `coloured' and of working class origin. Argument is presented that students interpret and reconstruct their personal histories and particular social locations through the material and discursive contexts to which they have access. The students are presented as active agentsÐ producing themselves within existing, and often potentially contradictory, material and discursive contexts. Evidence is marshalled to frame an argument that students' narratives shape their social action as agents of history, and are implicated in the distribution of privilege within society. URI: http://hdl.handle.net/10566/83 Files in this item: 1
McMillan_Factory2004.pdf (277.8Kb) -
McMillan, Wendy (School of Education, University of KwaZulu-Natal, 2003)[more][less]
Abstract: Drawing on a qualitative study of a cohort of final year preprimary teacher college students, this paper motivates for narrative analysis as a suitable tool for accessing ‘insider accounts’ of social reality. Through an analysis of the voices of these young people, I make the argument that narrative analysis allows us to develop an explanation of how people interpret their social locations and personal histories through the discourses and material contexts to which they have access. I commence by presenting the narrative of academic performance of one of the social groupings within the cohort. The material and discursive parameters that framed their narrative account are outlined. Similarities and differences between individual accounts are highlighted, and explanations for these similarities and differences posited. The ways in which multiple social locations nuance identity as nested are explicated. The paper concludes with a discussion of the potential contribution of narrative analysis as a conceptual tool for understanding social identity. URI: http://hdl.handle.net/10566/55 Files in this item: 1
McMillan_narrative(2003).pdf (215.0Kb) -
Robinson, Maureen; McMillan, Wendy (Elsevier, 2006)[more][less]
Abstract: In this article we argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of change and identity. It then discusses the central features of identity amongst a group of teacher college educators who have been incorporated into a higher education institution in South Africa. The discussion focuses in particular on their new roles as researchers. We argue that the promotion of research needs to be based on what teacher educators already perceive to be their particular strengths and roles. The paper ends with some examples of strategies for research promotion in this particular setting. URI: http://hdl.handle.net/10566/59 Files in this item: 1
McMillan_teachers2006.pdf (258.0Kb)
Now showing items 1-3 of 3