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Article
Publication date: 4 October 2018

Amanda Godley and Amanda Haertling Thein

299

Abstract

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English Teaching: Practice & Critique, vol. 17 no. 3
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 22 May 2020

Amanda Godley and Amanda Haertling Thein

121

Abstract

Details

English Teaching: Practice & Critique, vol. 19 no. 2
Type: Research Article
ISSN: 1175-8708

Content available
Article
Publication date: 14 January 2019

Amanda J. Godley and Amanda Haertling Thein

255

Abstract

Details

English Teaching: Practice & Critique, vol. 17 no. 4
Type: Research Article
ISSN: 1175-8708

Content available
Article
Publication date: 4 December 2017

Amanda Godley and Amanda Haertling Thein

421

Abstract

Details

English Teaching: Practice & Critique, vol. 16 no. 3
Type: Research Article
ISSN: 1175-8708

Content available
Article
Publication date: 13 June 2019

Amanda J. Godley and Amanda Haertling Thein

175

Abstract

Details

English Teaching: Practice & Critique, vol. 18 no. 1
Type: Research Article
ISSN: 1175-8708

Content available
Article
Publication date: 22 November 2019

Amanda Godley and Amanda Haertling Thein

265

Abstract

Details

English Teaching: Practice & Critique, vol. 18 no. 4
Type: Research Article
ISSN: 1175-8708

Abstract

Details

English Teaching: Practice & Critique, vol. 16 no. 1
Type: Research Article
ISSN: 1175-8708

Content available
Article
Publication date: 4 September 2017

Amanda Godley and Amanda Haertling Thein

274

Abstract

Details

English Teaching: Practice & Critique, vol. 16 no. 2
Type: Research Article
ISSN: 1175-8708

Book part
Publication date: 23 January 2017

Amanda Haertling Thein, Richard Beach and Anthony Johnston

A thematic focus on identity has for years been a mainstay of secondary school literature curricula. Typical curricular units engage students in questions related to what…

Abstract

A thematic focus on identity has for years been a mainstay of secondary school literature curricula. Typical curricular units engage students in questions related to what it means to come of age and to develop an integrated sense of individual identity in the face of societal pressures toward conformity. This common thematic focus relies on conventional theories of identity as static, located in the individual, and linked to an autonomous self. Further, this focus positions adolescents as incomplete people, lacking fully formed identities. Current sociocultural theories of identity, however, understand identity as multiple, fluid, performed, and shaped by cultural histories and social contexts. Identity, in this view is always in process. Adolescents are fully formed people with identities that are no more or less complete than those of anyone else. Such a view of identity requires a more complex and nuanced conceptualization of adolescents, their capabilities, and their interactions with texts than does an individual view of identity. In this chapter, we outline a framework for identity focused literature instruction that relies on sociocultural understandings of identity, then draw on illustrations from classroom research to explore three key ways that an identity-focused approach challenges current approaches to pre-service teacher education related to literature instruction. Specifically, we explore challenges to the ways that we teach teachers to select and evaluate literary texts, plan literature instruction, and engage in inquiry and dialogue with students.

Details

Innovations in English Language Arts Teacher Education
Type: Book
ISBN: 978-1-78714-050-9

Keywords

Book part
Publication date: 23 January 2017

Abstract

Details

Innovations in English Language Arts Teacher Education
Type: Book
ISBN: 978-1-78714-050-9

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