Multiple Perspectives of the Muskeg: The Critical Role of Landscape in Shaping Teacher Knowledge

Abstract

We introduce this volume featuring the work of C. L. Clarke and D. A. Hutchinson with references to existing literature addressing complexities of teacher knowledge development. Drawing from their metaphor of the muskeg, we write about ways in which notions of teacher knowledge intersect with prior personal and professional experiences across time, place, and social interaction. Clarke and Hutchinson write about ways in which identities that they view as having developed at the edges of their communities have contributed to shaping their sense of professional and personal identity in profound ways. They examine the potential impact of these experiences in: shaping their research and the building of research relationships with their participants using a narrative inquiry approach; and developing ways in which the use of poetic expression and word images enriched their understanding of the development of teacher identity and knowledge and informed their curriculum making. A chapter written by their dissertation supervisor offers further insight into ways in which their use of a narrative inquiry approach shaped their research work and writing, and offered a unique glimpse into their research phenomenon. We position this work in relation to existing research in the area of teacher knowledge and highlight ways in which this work contributes to knowledge in the area, as well as contributing to ideas about how narrative inquiry methodology has informed the examination of their research phenomenon.

Citation

Chan, E. and Ross, V. (2019), "Multiple Perspectives of the Muskeg: The Critical Role of Landscape in Shaping Teacher Knowledge", Landscapes, Edges, and Identity-Making (Advances in Research on Teaching, Vol. 33), Emerald Publishing Limited, Leeds, pp. 3-15. https://doi.org/10.1108/S1479-368720190000033003