Playing Teacher: Artful Negotiations in the Pre-service Classroom

Authors

  • Sarah K. MacKenzie Bucknell University

DOI:

https://doi.org/10.17169/fqs-12.1.1437

Keywords:

arts-based, pre-service teachers, identity, teacher education, poetic inquiry, representation, elementary education, poststructuralism

Abstract

In this paper, the author draws on poetic analysis and artful inquiry to explore the ways in which pre-service teachers perform their subjectivities. Using a poststructuralist lens, the author seeks to complicate often idealized (re)presentations of Teacher created by students within the courses she teaches while considering the possibilities of engaging critical and artful inquiry in teacher education. Voices and genres intersect throughout the text as a means to illustrate the complex nature of performing self within the work be(com)ing Teacher, while offering space for dialogue and diverse interpretation. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101306

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Author Biography

Sarah K. MacKenzie, Bucknell University

Sarah K. MACKENZIE is an Assistant Professor at Bucknell University, where she mentors student teachers and teaches courses in literacy and arts-integration. Through her research she uses arts-informed practices to explore the ways in which pre-service and in-service teachers negotiate within the context of expectation and desire.

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Published

2011-01-18

How to Cite

MacKenzie, S. K. (2011). Playing Teacher: Artful Negotiations in the Pre-service Classroom. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 12(1). https://doi.org/10.17169/fqs-12.1.1437

Issue

Vol. 12 No. 1 (2011): The KWALON Experiment: Discussions on Qualitative Data Analysis Software by Developers and Users

Section

Single Contributions

License

Copyright (c) 2011 Sarah K. MacKenzie

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.