Discourses in Search of Coherence: An Autobiographical Perspective

  • Julian Edge
Part of the Communicating in Professions and Organizations book series (PSPOD)


The invitation to contribute to this collection offers me an opportunity to bring together what I regard as significant discourse parameters of a working life in order to see if, from the perspective of now, any useful constructs emerge. In line with the design of the collection, I also reflect on the process of passing knowledge on — an experience that involves as much getting as giving.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Appadurai, A. 2006. ‘The right to research’. Globalisation, Societies and Educatio., 4(2): 167–77.CrossRefGoogle Scholar
  2. Boon, A. 2003. ‘On the road to teacher development: Awareness, discovery and action’. The Language Teache., 27(12): 3–7.Google Scholar
  3. Boon, A. 2005. ‘Is there anybody out there?’ Essential Teache., 2(2): 1–9.Google Scholar
  4. Borg, S. 2006. Teacher Cognition and Language Education: Research and Practic.. London: Continuum.Google Scholar
  5. Boshell, M. 2002. ‘What I learned from giving quiet children space’. In Johnson and Golombe., pp. 180–94.Google Scholar
  6. Butorac, D. 2006. ‘Learning through talk: An evaluation of cooperative teacher development’. Unpublished MA dissertation. Sydney: Macquarie University.Google Scholar
  7. Butorac, D. (under review) ‘Curriculum change as teacher development’. Prospect.Google Scholar
  8. Carson, T. and Sumara, D. 1997. ‘Reconceptualizing action research as a living practice’. In T. Carson and D. Sumara (eds), Action Research as a Living Practic.. New York: Peter Lang Publishing, pp. xiii-xxxv.Google Scholar
  9. Cheng, J.-M. 2006. ‘Awareness-raising through analyzing written discourse’. Unpublished independent study paper, MA in Ed. Tech. and TESOL, University of Manchester, England.Google Scholar
  10. Clarke, M. and Edge, J. 2007. ‘Seeking reason in rational and reactive times’. Paper presented at CA-TESOL Annual Convention, San Diego, April 2007.Google Scholar
  11. de Sonneville, J. 2007. ‘“Acknowledgement” as a key in teacher learning’. ELT Journa. 61 (1): 55–62.Google Scholar
  12. Edge, J. 1989. ‘Ablocutionary value: On the application of language teaching to linguistics’. Applied Linguistic. 10 (4): 407–17.CrossRefGoogle Scholar
  13. Edge, J. 1992. ‘Cooperative development’. ELT Journa. 46 (1): 62–70.CrossRefGoogle Scholar
  14. Edge, J. 1994. ‘Empowerment: Principles and procedures in teacher education’. In R. Budd, D. Arnsdorf, and P. Chaix (eds), Triangle XII: The European Dimension in Pre- and In-Service Language Teacher Development–New Direction.. Paris: Didier Erudition, pp. 113–34.Google Scholar
  15. Edge, J. 2001. ‘Attitude and access: Building a new teaching/learning community in TESOL’. In J. Edge (ed.), Action Research: Case Studies in TESOL Practic.. Alexandria, VA: TESOL, pp. 1–11.Google Scholar
  16. Edge, J. 2002. Continuing Cooperative Development: A Discourse Framework for Individuals as Colleague.. Ann Arbor: Michigan University Press.CrossRefGoogle Scholar
  17. Edge, J. 2006. ‘Non-judgemental discourse: Role and relevance’. In J. Edge (ed.), (Re)Locating TESOL in an Age of Empir.. Basingstoke: Palgrave Macmillan, pp. 104–18.CrossRefGoogle Scholar
  18. Edge, J. and Wharton, S. 2002. ‘Genre teaching: The struggle for diversity in unity’. In K. Miller and P. Thompson (eds), Unity and Diversity in Language Us.. London: BAAL/Continuum, pp. 22–38.Google Scholar
  19. Edge, J. and Wharton, S. 2003. ‘Research in teacher education: Reading it, doing it, writing it’. In B. Beaven and S. Borg (eds), The Role of Research in Teacher Educatio.. Whitstable: IATEFL/Oyster Press, pp. 49–53.Google Scholar
  20. Edge, J. and Richards, K. (eds). 1993. Teachers Develop Teachers Researc.. Oxford: Heinemann International.Google Scholar
  21. Gee, J. 2005. An Introduction to Discourse Analysi., 2nd edn. London: Routledge.Google Scholar
  22. Hoey, M. 2001. Textual Interaction: An Introduction to Written Discourse Analysi.. London: Routledge.Google Scholar
  23. Hoey, M. 1983. On the Surface of Discours.. London: George Allen & Unwin.Google Scholar
  24. Hymes, D. 1972. ‘On communicative competence’. In J. Pride and J. Holmes (eds), Sociolinguistics. Harmondsworth: Penguin, pp. 269–93.Google Scholar
  25. Johnson, K. and Golombek, P. (eds). 2002. Teachers’ Narrative Inquiry as Professional Developmen.. Cambridge: Cambridge University Press.Google Scholar
  26. Kemmis, S. and McTaggart, R. (eds), 1988. The Action Research Planne., 3rd edn. Geelong: Deakin University Press.Google Scholar
  27. Lave, J. and Wenger, E. 1991. Situated Learning: Legitimate Peripheral Participatio.. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  28. Ludema, J., Cooperrider, D. and Barrett, F. 2001. ‘Appreciative inquiry: The power of the unconditional positive question’. In Reason and Bradbury, pp. 189–208.Google Scholar
  29. Mann, S. 2002a. ‘Developing discourse in a discourse of development’. Unpublished PhD thesi., Aston University, Birmingham.Google Scholar
  30. Mann, S. 2002b. ‘Talking ourselves into understanding’. In Johnson and Golombe., pp. 195–209.Google Scholar
  31. Packett, A. 1998. Unpublished response to Foundation Module task, MSc in TESO., Aston University, Birmingham, England.Google Scholar
  32. Reason, P. and Bradbury, H. 2001. ‘Inquiry and participation in search of a world worthy of human aspiration’. In Reason and Bradbur., pp. 1–14.Google Scholar
  33. Reason P. and Bradbury, H. (eds). 2001. Handbook of Action Researc.. London: SAGE.Google Scholar
  34. Richards, J. and Farrell, T. 2005. Professional Development for Language Teacher.. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  35. Rogers, C. 1969. Freedom to Lear.. Columbus, OH: Merrill.Google Scholar
  36. Rogers, C. 1980. A Way of Bein.. Boston, MA: Houghton Mifflin.Google Scholar
  37. Stewart, T. 2003. ‘Insights into the interplay of learner autonomy and teacher development’. In A. Barfield and M. Nix (eds), Autonomy You Ask. Tokyo: JALT Learner Development SIG, pp. 41–52.Google Scholar
  38. Van Lier, L. 1996. Interaction in the Language Curriculu.. Harlow: Longman.Google Scholar
  39. Wharton, S. 1999. ‘From postgraduate student to published writer: Discourse variation and development in TESOL’. Unpublished PhD thesis. Aston University, Birmingham.Google Scholar
  40. Wharton, S. 2001, ‘Writing from a context: Course assignments and professional development’. Paper presented at Writing Development in Higher Educatio., University of Leicester, 24–25 April 2001.Google Scholar
  41. Wharton, S. (in press). ‘Social identity and parallel text dynamics in the reporting of educational action research’. ESP Journal. doi:10.1016/j.esp.2006.09.003Google Scholar
  42. Widdowson, H. 2003. Defining Issues in English Language Teachin.. Oxford: Oxford University Press.Google Scholar
  43. Winter, E. 1986. ‘Clause relations as information structure: Two basic text structures in English’. In M. Coulthard (ed.), Talking about Tex.. Birmingham University: English Language Research, pp. 88–108.Google Scholar
  44. Zembylas, M. 2005. ‘Beyond teacher cognition and teacher beliefs: The value of the ethnography of emotions in teaching’. International Journal of Qualitative Studies in Educatio., 18 (4): 465–87.CrossRefGoogle Scholar
  45. Leinhardt, G. 1988. ‘Situated knowledge and expertise in teaching’. In J. Calderhead (ed.), Teachers’ Professional Learnin.. Lewes: Falmer, pp. 146–68.Google Scholar
  46. Day, C., Stobart, G., Sammons, P. and Kington, A. 2006. ‘Variations in the work and lives of teachers: Relative and relational effectiveness’. Teachers and Teaching: Theory and Practic., 12 (2): 169–92.CrossRefGoogle Scholar
  47. Farber, B. 1991. Crisis in Education. San Francisc., CA: Jossey-Bass.Google Scholar

Copyright information

© Julian Edge 2008

Authors and Affiliations

  • Julian Edge

There are no affiliations available

Personalised recommendations