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At the Intersection of Selves and Subject

Exploring the Curricular Landscape of Identity

  • Ellyn Lyle

Part of the Bold Visions in Educational Research book series (BVER)

Table of contents

  1. Front Matter
    Pages i-xiii
  2. David Jardine
    Pages 9-18
  3. Cecile Badenhorst, Aedon Young, Xiaolin Xu, Heather Mcleod
    Pages 31-40
  4. Carmen Schlamb
    Pages 41-51
  5. Kayla Heffernan, Avi Kaplan, Steve Peterson, Kristie Jones Newton
    Pages 53-61
  6. Wisam Kh. Abdul-Jabbar, Cindy Chopoidalo
    Pages 63-69
  7. Sean Wiebe
    Pages 71-77
  8. Samira Thomas
    Pages 79-86
  9. Kiera Brant, Keri-Lynn Cheechoo, Tricia Mcguire-Adams, Julie Vaudrin-Charette, Nicholas Ng-A-Fook
    Pages 87-104
  10. Monica Waterhouse, Diana Masny
    Pages 115-123
  11. Jung-Hoon Jung
    Pages 125-132
  12. Lissa D’Amour, Jennifer Markides
    Pages 133-141
  13. Christine L. Cho, Julie K. Corkett
    Pages 143-152
  14. John J. Guiney Yallop, Marni J. Binder
    Pages 153-162
  15. Darius C. Stonebanks
    Pages 163-170
  16. Back Matter
    Pages 171-176

About this book

Introduction

At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity aims to raise awareness of the inextricability of our teaching and learning selves and the subjects with whom and which we engage. By exploring identity at this intersection, we invite scholars and practitioners to reconceptualize relationships with students, curriculum, and their varied contexts. Our hope is to encourage authenticity, consciousness, and criticality that will foster more liberating ways of teaching and learning. This collection will be useful for pre- and in-service teachers, teacher educators, and educational researchers. It is a valuable resource for teacher education courses such as Curriculum Studies, Reflexive Practice, Philosophy of Education, Sociology of Education, Teaching Methods, Current Issues in Education, Collaborative Inquiry, and Narrative Inquiry. “At the Intersection of Selves and Subject lays bare the deepest under layers of the teacher self and subject with new energy. The sharing of reflexive inquiries in ethical self-consciousness liberates and unwraps queries into pedagogical practice. This is an important book for all educators, but especially for pre-service teachers as they consider or challenge the donning of teacher identity.” – Pauline Sameshima, Canada Research Chair in Arts Integrated Studies, Lakehead University, and Editor-in-Chief of the Journal of the Canadian Association for Curriculum Studies “A pendant of images and texts, this collection is a dazzling display of Ellyn Lyle’s insight that “understanding self is a way to understand other and society.” That and other affirmations are depicted narratively and theoretically, across and within indigeneities, singular exceptional identities, and paradoxical and (inherently) political identities. This collection invites us to work from within to reconstruct the self professionally. This pulsating portrait of juxtapositions teaches transpositions and extricates intertextualities. Through resolve, we are preserving this fragile someday shared space for being. Open this book as entering one such space; study what this pendant refracts in you.” – William F. Pinar, Canada Research Chair, University of British Columbia, Vancouver

Keywords

identity curriculum studies lived experience currere critical praxis

Editors and affiliations

  • Ellyn Lyle
    • 1
  1. 1.Yorkville UniversityNew BrunswickCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-6351-113-1
  • Copyright Information SensePublishers-Rotterdam, The Netherlands 2017
  • Publisher Name SensePublishers, Rotterdam
  • eBook Packages Education
  • Online ISBN 978-94-6351-113-1
  • Buy this book on publisher's site
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