Open Access. Powered by Scholars. Published by Universities.®
- Keyword
Articles 1 - 3 of 3
Full-Text Articles in Education
Trying On—Being In—Becoming: Four Women’S Journey(S) In Feminist Poststructural Theory, Donna Kalmbach Phillips, Gennie Harris, Mindy Legard Larson, Karen Higgins
Trying On—Being In—Becoming: Four Women’S Journey(S) In Feminist Poststructural Theory, Donna Kalmbach Phillips, Gennie Harris, Mindy Legard Larson, Karen Higgins
Faculty Publications
This is the narrative of four women in academia spanning a ten-year relational journey. As a performance collaborative autoethnography, it explores and presents theories of subjectivity and transitional space. Through journals, emails, and dialogue we are trying on, being in, and becoming feminist poststructural thinkers/inquirers/teacher educators. In our work, we explore: How has theory changed our subjectivity, lived experiences and relationships, and moved us from comfortable spaces of knowing to uncomfortable places of becoming? In a series of poetry and performance narratives, we chart our own linked journey(s) in pursuing these questions. As autoethnographers, we grapple with meanings …
Embodied Discourses Of Literacy In The Lives Of Two Preservice Teachers, Donna Kalmbach Phillips, Mindy Legard Larson
Embodied Discourses Of Literacy In The Lives Of Two Preservice Teachers, Donna Kalmbach Phillips, Mindy Legard Larson
Faculty Publications
This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses’ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education …
Preservice Literacy Teachers In Transition: Identity As Subjectivity, Mindy Legard Larson
Preservice Literacy Teachers In Transition: Identity As Subjectivity, Mindy Legard Larson
Faculty Publications
This research addresses the complexities of identity development of elementary and middle school preservice literacy teachers during their teacher education program using a poststructural feminist theoretical lens. This research investigated two questions: 1) How do preservice teachers develop their identity as teachers of literacy in the midst of authoritative discourses? 2) What kinds of strategies and discourses do preservice literacy teachers use to negotiate the competing discourses of literacy during student teaching? The results indicated that the identities of the preservice literacy teachers were in transition during their teacher education program and authoritative discourses were at work constituting their subjectivities …