Index
Landscapes, Edges, and Identity-Making
ISBN: 978-1-83867-598-1, eISBN: 978-1-83867-597-4
ISSN: 1479-3687
Publication date: 21 October 2019
This content is currently only available as a PDF
Citation
(2019), "Index", Landscapes, Edges, and Identity-Making (Advances in Research on Teaching, Vol. 33), Emerald Publishing Limited, Leeds, pp. 217-222. https://doi.org/10.1108/S1479-368720190000033001
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
AERA. See American Educational Research Association (AERA)
American Educational Research Association (AERA)
, 18–19
Autobiographical beginnings
, 99, 212
changing landscape, navigation of
, 107–111
crossing the boundaries of identity within
, 111–113
multiple stories to live by, navigation of
, 113–116
muskeg metaphor
, 100–103, 104–107
Before (poem)
, 75–76, 113–114
Best loved self
, 8–9
Bioethics
, 179
Blue Dress, The (poem)
, 107–108, 109, 110–111, 112–113, 114–115
Borderlands
, 53, 123, 125, 139, 185
Call It Something Different (poem)
, 72
Categories
, 45, 124–125
searching
, 120–121
Cisgender
, 164
Co-composing
, 58–59, 197
role of
, 43–44
Collaborative stories
, 163–164
Community(ies)
curriculum of
, 159–160
fluid boundaries of
, 160–162
of the individual
, 199
making
, 180
relational research stories in, composing
, 188–190
searching
, 126
decision making, impossibility of
, 129–133
different than the norm
, 126–129
Competing stories
, 181
Conflicting stories
, 181
Continuity
, 55–56, 64, 67, 144–145
Counterstories of research
, 212–213
Cover stories
, 163–164, 175, 176, 181
Curriculum
of community
, 159–160
definition of
, 26
development, power of milieu in
, 11–12
formal
, 19–20
of inclusion
, 160
lived
, 19–20, 21, 31, 204
making. See Curriculum making
planned
, 19–20
Curriculum-as-lived
, 116
Curriculum-as-plan
, 21, 116, 120, 133, 195–196, 204, 206
Curriculum making
, 87, 101–102, 104–107, 110–111, 116, 190–193
attending to
, 20–23, 25–28
complexities of
, 17
curriculum of community
, 159–160
curriculum of inclusion
, 160
on edges of community
, 157–163
stories, interrupting identity categories through
, 119
Data analysis
, 80
Difference, viewing
, 70–72
Different Like Us (poem)
, 150–151
Dissertation process
, 37
co-composing, role of
, 43–44
fluid edges of research
, 47–48
interactions and actions
, 47
living and telling
, 41–42
narrative inquiry as long-term, relational relationship with participants
, 42–43
participants, finding
, 40–41
research and writing process, structuring
, 44–45
research wonder, deciding
, 39–40
threads, exploration of
, 45–46
three-dimensional narrative inquiry space
, 46–47
Dissonant story of sexuality
, 134
Edges of community
, 102, 139
curriculum making on
, 157–163
curriculum of community
, 159–160
curriculum of inclusion
, 160
lived curriculum
, 158–159
identity making on
, 141–157
giving voice to participants’ experiences
, 155–156
muskeg metaphor
, 141–145
participants
, 145–155
researcher’s journey
, 156–157
fluid boundaries of community
, 160–162
Educational significance
, 12–13
Experience
, 124–125
continuity of
, 55–56, 64, 67
lived
, 120, 122, 133
making meaning of
, 45–46
poetry as
, 61–62
Experience, narrative thinking about
, 28–32
place
, 31–32
sociality
, 30–31
temporality
, 30
three-dimensional narrative inquiry space
, 29–30
Experience through story, understanding
, 79
identity negotiation through dominant stories
, 89–92
inquiry with Olivia
, 84–87
learning with Olivia
, 92–94
making meaning of shifting stories
, 82–84
stories to live by
, 87–89
thinking with stories
, 80–82
Fictionalized stories
, 163–164
Fluid boundaries of community
, 160–162
Fluid edges of research
, 47–48
Formal curriculum
, 19–20
Frame, viewing
, 72–74
Gender
, 90–91, 116, 120–123, 124–125, 133, 134–135, 210, 211–212
identity
, 20
stories to live by around
, 87–89
Graduate
, 40, 44
Hermeneutical circle
, 122
Heteronormativity
, 128–129
Heterosexuality
, 124, 127, 128–129, 130, 131, 132, 134
Homosexuality
, 124, 130, 170
How Does It Happen (poem)
, 64–65
Identity
, 18, 33, 62–63, 86, 87, 173, 176, 187, 190
categories through stories of curriculum making, interrupting
, 119
as effect
, 191
negotiation through dominant stories
, 89–92
shifting
, 204–212
Identity making
, 18, 19, 28, 33, 87, 101–102, 103, 104–105, 106–107, 109, 110–111, 113, 116, 120, 133, 134, 135, 136, 190–193
attending to
, 20–23, 25–28
on edges of community
, 141–157
giving voice to participants’ experiences
, 155–156
muskeg metaphor
, 141–145
participants
, 145–155
researcher’s journey
, 156–157
Inconclusivity
, 21–22, 60–62, 83
Interaction
, 47, 55–56
Interpretation
, 80, 81–82, 86, 91, 93
I Think I’m Fine (poem)
, 209–210
Language
, 56, 62
LGBT communities
, 170
Liminality
, 122, 211
Liminal space
, 192, 198–199
Lived curriculum
, 19–20, 21, 31, 120, 133, 204
on edges of community
, 158–159
Lived experience
, 120, 122, 133, 165
Lived identity
, 126–129
categories and experience
, 124–125
category searching
, 120–121
communities and places, searching
, 126
decision making, impossibility of
, 129–133
different than the norm
, 126–129
self-understanding
, 121–123
Living stories of research
, 41–42, 74–75, 211, 213–214
Magpie Mornings (poem)
, 163
Making meaning
, 79
of shifting stories
, 82–84
Marginalia (poem)
, 71–72
Marginalization
, 23, 48, 102, 110, 161, 162–163
Meaning making
, 79
Member-checking process
, 58–59
Metaphor
importance of
, 57–58
muskeg
, 4, 9–10, 100–103, 104–107, 141–145
Metaphorical space
, 102
Methodology
, 53
Montreal (poem)
, 186, 189, 198–199
Mr. CEO’s stories
, 166–168, 195–200
I’m not like you
, 171–176
for lack of a better term
, 176–179
learning with Mr. CEO
, 179–181
“nothing to lose”
, 168–171
Multiple stories to live by, navigation of
, 113–116
Murphy, Shaun
, 38–48
Muskeg (poem)
, 104, 108–109, 110–111, 112–113, 114–115, 144–145
Muskeg metaphor
, 4, 9–10, 100–103, 104–107, 141–145
Muskeg Revisited (poem)
, 156
Narrative as language for experience
, 165
Mr. CEO’s stories. See Mr. CEO’s stories
Narrative coherence
, 117, 155, 190–193
Narrative commonplace
, 192–193, 199
Narrative inquiry
, 7–8, 19–20, 21, 22, 25–26, 27–29, 32, 33, 41–42, 204, 208–209, 211, 212, 213, 214
of autobiographical beginnings
, 103, 104–105, 112, 115, 117
edges of community
, 140, 141, 142–144, 157, 162
as long-term, relational relationship with participants
, 42–43
and poetic expression
, 53
relational ethics and
, 69–70
three-dimensional space
, 29–30, 46–47, 189–190
Narrative Research Special Interest Group
, 18–19
Narrative thinking about experience
, 28–32
place
, 31–32
sociality
, 30–31
temporality
, 30
three-dimensional narrative inquiry space
, 29–30
Nested communities
, 161, 162–163
Old Road (poem)
, 111–113
On the Outside Speaking In (poem)
, 151–153
Open-ended question
, 60–62
Participants for research, finding
, 40–41
PCK. See Pedagogical content knowledge (PCK)
Pedagogical content knowledge (PCK)
, 5
PENT. See Program for the Education of Native Teachers (PENT)
Performance, poetry as
, 64–66
academic border crossing
, 64–66
Personal mythology
, 59
Personal practical knowledge, teacher knowledge informed by
, 4–5
Places
, 31–32, 144
searching
, 126
Place-making
, 143, 189–190, 197
Planned curriculum
, 19–20
Playfulness
, 135, 187, 188–189, 197–198
Playground metaphor
, 135
Poetic expression
critical connection
, 62–63
difference, viewing
, 70–72
frame, viewing
, 72–74
inconclusivity
, 60–62
metaphor, importance of
, 57–58
as method
, 67–69
narrative inquiry and
, 53
narratives, unpacking
, 59–60
relational ethics
, 69–70
retelling
, 61–62
selection of
, 58–59
self-locating within inquiry
, 68–69
speaking the silence
, 74–76
Poetic inquiry
, 54, 58, 73
Poetry
definition of
, 63–64
as performance
, 64–66
Post-structuralist categories
, 124, 125
Pragmatic intellectual space
, 12–13
Principalism
, 81
Professional identity
, 9–10
Professional knowledge landscape
, 27
Program for the Education of Native Teachers (PENT)
, 68
Progressive teacher, impossible work of
, 8–9
Provoking Curriculum Conference, Montreal (2017)
, 187–188
Qualitative research narrative inquiry
, 80
Queer theory
, 124–125
Relational ethics, and narrative inquiry
, 69–70
Relational methodology
, 204
Relational research stories
, 185
in community, composing
, 188–190
curriculum making
, 190–193
identity making
, 190–193
with participants, composing
, 193–199
Reliving
, 74–75, 211
Research, shifting
, 204–212
Research-as-experience
, 203
counterstories of research
, 212–213
identities and research, shifting
, 204–212
new stories of research
, 209–212
living stories of research
, 213–214
Research-as-plan
, 204, 206–207
Researcher, as world traveler
, 32–33
Research process, structuring
, 44–45
Research wonder, deciding
, 39–40
Retelling
, 74–75, 141, 211
through poetry
, 62–63
Same-sex marriage
, 173–174
“Seeing big”
, 8–9
Self-facing
, 84
Self-understanding
, 121–123
Sexual attraction
, 127, 128, 134–135
Sexual binary
, 177
categories
, 124
Sexual identity
, 123, 124–125, 128–129, 130, 134, 173
Sexuality
, 21, 89, 90–91, 116, 120–122, 124–125, 126, 127–129, 131–133, 134–135, 136, 170–171, 172, 173, 175, 176, 177–178, 210, 211–212
heterosexuality
, 124, 127, 128–129, 130, 131, 132, 134
homosexuality
, 124, 130, 170
stories to live by around
, 87–89
She Sees (The Other Ones) (poem)
, 148–150
Shifting stories, making meaning of
, 82–84
Situation
, 55–56
Sociality
, 30–31, 144, 190–191
Socioeconomic status
, 109–110
Stories
collaborative
, 163–164
competing
, 181
conflicting
, 181
cover
, 163–164, 181
experience through, understanding
, 79
fictionalized
, 163–164
interrupting identity categories through curriculum making
, 119
See also individual entries
Stories to live by
, 18, 19–20, 21, 27–28, 33, 40–41, 54, 64, 120–121, 122–123, 127–129, 132–135, 165–166, 179–180, 187, 190, 191–192, 194, 198–200
around gender and equality
, 87–89
multiple, navigation of
, 113–116
Surfacing (poem)
, 74, 140–141
Teacher(s)
as curriculum makers
, 6–7
development
, 9–10
identity
, 9–10
as world traveler
, 32–33
Teacher knowledge
building over a lifetime of professional experiences
, 5
development across a range of spatial contexts
, 7–8
development across time and context
, 9–10
growing from personal and professional experience, narrative studies of
, 5–7
informed by personal practical knowledge
, 4–5
Telling
, 41–42, 74–75, 211
Temporality
, 21–22, 30, 144, 190–191
They Are (poem)
, 204–206, 208
Third Space
, 191
Threads (poem)
, 54
Threads, exploration of
, 45–46
Three-dimensional narrative inquiry space
, 29–30, 46–47, 189–190
Through My Eyes (poem)
, 154
Vulnerability
, 188, 197, 198
Waiting (poem)
, 141–142
Whole Other Game, A (poem)
, 145–147
Word images
, 44–45, 80, 86–87
World travelling
, 32, 135, 187, 189–190
Writing process, structuring
, 44–45
- Prelims
- Section I
- Chapter 1 Multiple Perspectives of the Muskeg: The Critical Role of Landscape in Shaping Teacher Knowledge
- Chapter 2 Attending to the Unfolding-ness: Exploring the Complexities of Curriculum Making in Teacher Education
- Chapter 3 Coming Alongside during the Dissertation Process: Living, Telling, Reliving, Retelling a Story of Being and Becoming a Narrative Inquirer
- Section II
- Chapter 4 Writing the Borderlands: Poetic Expression and Narrative Inquiry as Methodology Inhabiting the Space between Narrative Inquiry and Poetic Expression
- Chapter 5 Making Meaning of Meaning-Making: Understanding Experience through Story
- Section III
- Chapter 6 Beyond the Edges: Crossing the Boundaries of Identity within Autobiographical Beginnings
- Chapter 7 Lived Identity: Interrupting Identity Categories through Stories of Curriculum Making
- Chapter 8 Speaking from the Borderlands: Reframing the Edges of Community
- Chapter 9 Representing Lives: Narrative as Language for Experience
- Section IV
- Chapter 10 Meeting in the Borderlands: Vulnerability and Sustaining Relational Research
- Chapter 11 What Comes Next: Forward-looking Stories of Research-as-experience
- Index