The people of the school: Problematising remote teacher educator identity, reflexivity and place

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2016-10-01 DOI:10.18793/LCJ2016.20.07
Al Strangeways
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引用次数: 3

Abstract

This paper offers the research story of my artistic and analytic practices in a remote Indigenous teacher education setting in Central Australia. In this hybrid arts-based research text (Barone & Eisner 1997), I use portrait painting, narrative and analysis to explore my encounters, as both teacher educator and visual artist, with the people of the school, and examine the impact of shifting between these identities on my pedagogical practices as a teacher educator. I explore the ways in which operating as an artist problematised my educator identity: how it embodied my knowledge of the dynamic, social and multiple nature of identity (Akkerman & Meijer, 2011) and challenged the tacit knowledge and perspectives I brought to the remote setting and to my interactions with staff, children and families. The three pairs of paintings and narrative fragments presented derive from a portraiture project undertaken in 2014. The pairs and commentary present a range of perspectives on the complexity of professional identity and practice, and offer insights into the experience of thinking differently through arts-based research practices. I draw out three dimensions of thinking differently – looking differently, seeing differently and being differently – and highlight the value of foregrounding such perceptual and ontological questioning practices in our work as teacher educators. Learning Communities | Special Issue: New Connections in Education Research | Number 20 – October 2016
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学校的人:远程教师、教育者的身份、反身性和位置问题
本文提供了我在澳大利亚中部偏远的土著教师教育环境中的艺术和分析实践的研究故事。在这个混合艺术为基础的研究文本(Barone & Eisner 1997)中,我使用肖像绘画,叙事和分析来探索我作为教师教育者和视觉艺术家与学校人民的遭遇,并检查这些身份之间的转换对我作为教师教育者的教学实践的影响。我探索了作为一名艺术家如何使我的教育者身份出现问题:它如何体现了我对身份的动态、社会和多重性质的认识(Akkerman & Meijer, 2011),并挑战了我在偏远环境中带来的隐性知识和观点,以及我与员工、孩子和家庭的互动。展出的三对绘画和叙事片段来自于2014年的一个肖像项目。这些配对和评论呈现了一系列关于专业身份和实践复杂性的观点,并通过基于艺术的研究实践提供了对不同思维体验的见解。我提出了不同思维的三个维度——不同地看待、不同地看待和不同地存在——并强调了在我们作为教师教育者的工作中,将这种感性和本体论的质疑实践放在重要地位的价值。学习社区|特刊:教育研究中的新联系|第20期- 2016年10月
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