Rewriting Teacher Education: Food, Love, and Community

Journal of Culture and Values in Education

View Publication Info
 
 
Field Value
 
Title Rewriting Teacher Education: Food, Love, and Community
 
Creator Grewal, Imandeep K
Maher, Amanda
Watters, Hanna
Clemens, Donacal
Webb, Kaitlyn
 
Description In this article, we present the intertwining stories of a teacher education learning community who are (re) writing the current dehumanizing narrative of standardization, crisis mongering, and survival of the fittest ethos that continue to harm our learners, teachers, and communities.  We argue that when teacher education candidates are repositioned from consumers of theory and methods to inquirers of practice, their collectively constructed knowledge not only illuminates locally significant issues but also disrupts institutional hierarchies. Drawing from narrative inquiry theory and a collaborative methodical approach, we—a professor and students—share our personal stories of learning together in a required teacher education course and practicum placement at a local high school. Bringing together conceptions of voice, human capability, and “place”, we provide a layered framework to understand pedagogical practices that operate to unravel systems of standardization and hyper-individualism. Our inquiry approach, public narration, and our democratization of knowledge serve as an example of teacher education pedagogy with a disruptive agenda.
 
Publisher Journal of Culture and Values in Education
 
Date 2019-12-09
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier https://cultureandvalues.org/index.php/JCV/article/view/51
10.46303/jcve.03.02.3
 
Source Journal of Culture and Values in Education; Vol 2 No 3 (2019): Journal of Culture and Values in Education; 44-60
2590-342X
 
Language eng
 
Relation https://cultureandvalues.org/index.php/JCV/article/view/51/30
 
Rights Copyright (c) 2019 Journal of Culture and Values in Education
 

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