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LANDSCAPES, EDGES, AND IDENTITY-MAKING

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ADVANCES IN RESEARCH ON TEACHING

Series Editor: Volumes 1–11: Jere Brophy

Volumes 12–29: Stefinee Pinnegar

Recent Volumes:

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ADVANCES IN RESEARCH ON TEACHING VOLUME 33

LANDSCAPES, EDGES, AND IDENTITY-MAKING: NARRATIVE EXAMINATIONS OF TEACHER KNOWLEDGE

Featuring the scholarship of C. L. Clarke and D. A. Hutchinson

EDITED BY

VICKI ROSS

Northern Arizona University, USA

ELAINE CHAN

University of Nebraska, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2019

Copyright © 2019 Emerald Publishing Limited

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ISBN: 978-1-83867-598-1 (Print)

ISBN: 978-1-83867-597-4 (Online)

ISBN: 978-1-83867-599-8 (EPub)

ISSN: 1479-3687 (Series)

About the Contributors

Elaine Chan is an Associate Professor of Diversity and Curriculum Studies at the University of Nebraska-Lincoln. She teaches in the areas of: teacher knowledge, teacher education, narrative inquiry, multicultural education and student experiences of schooling. She has received publication awards from AERA Division K (Teaching and Teacher Education) and the Narrative Research SIG.

C. L. Clarke is an Assistant Professor at Brandon University. She completed her PhD at the University of Saskatchewan where her dissertation “Beyond the Muskeg: Poetic Expressions of a Narrative Inquiry into Curriculum Making and Identity-Making on the Edge of Community” won the Outstanding Dissertation Award in Social Sciences.

D. A. Hutchinson is a Visiting Assistant Professor of Curriculum Studies at the University of Kansas. Completing his PhD at the same university in 2017, he was awarded the School of Education Outstanding Dissertation Award for research on curriculum making and the composition of diverse identities around gender and sexuality.

M. Shaun Murphy is a Professor and Department Head of Educational Foundations at the University of Saskatchewan. He was an elementary school teacher in rural and urban settings for 20 years. Shaun’s research interests are based in: relational narrative inquiry, and focus on familial and school curriculum making; identity; rural education; the interwoven lives of children, families, and teachers; and teacher education.

Vicki Ross is an Associate Professor at Northern Arizona University. She coordinates the Curriculum and Instruction Program and is a Chair-elect of the Narrative Research Special Interest Group of AERA. Her scholarship interests include teacher knowledge, development and identity, curriculum studies, and narrative inquiry. She is a recipient of the Emerald Publishing Literati Award.