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Interpreting Teacher Practice: Two Continuing Stories (Practitioner Inquiry Series)
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Interpreting Teacher Practice : Two Continuing Stories Practitioner Inquiry Series
author
:
Schulz, Renate.
publisher
:
Teachers College Press
isbn10 | asin
:
0807735582
print isbn13
:
9780807735589
ebook isbn13
:
9780585241388
language
:
English
subject
Teachers--Canada--Case studies, English teachers--Canada--Case studies, Teaching--Canada--Case studies, Action research in education--Canada--Case studies.
publication date
:
1997
lcc
:
LB1775.4.C2S38 1997eb
ddc
:
371.1/02
subject
:
Teachers--Canada--Case studies, English teachers--Canada--Case studies, Teaching--Canada--Case studies, Action research in education--Canada--Case studies.
Page i
The Practitioner Inquiry Series Marilyn Cochran-Smith and Susan L. Lytle, SERIES EDITORS
ADVISORY BOARD: Rebecca Barr, Judy Buchanan, Robert Fecho, Sarah Freedman, Karen Gallas, Dixie Goswami, Andrew Gitlin, Peter Grimmett, Roberta Logan, Sarah Michaels, Susan Noffke, Susan Florio-Ruane, Marsha Pincus, Marty Rutherford, Lynne Strieb, Carol Tateshi, Polly Ulichny, Diane Waff, Ken Zeichner
Interpreting Teacher Practice: Two Continuing Stories Renate Schulz
Creating Democratic Classrooms: The Struggle to Integrate Theory and Practice Landon E. Beyer, Editor
Page iii
Interpreting Teacher Practice ... Two Continuing Stories
Renate Schulz
Foreword by D. Jean Clandinin
Page iv
Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright 1997 by Teachers College, Columbia University
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher.
Library of Congress Cataloging-in-Publication Data
Schulz, Renate. Interpreting teacher practice: two continuing stories / Renate Schulz: foreword by D. Jean Clandinin. p. cm.(The practitioner inquiry series) Includes bibliographical references (p. ) and index. ISBN 0-8077-3559-0 (cloth).ISBN 0-8077-3558-2 (pbk.) 1. TeachersCanadaCase studies. 2. English teachersCanada Case studies. 3. TeachingCanadaCase studies. 4. Action research in educationCanadaCase studies. I. Title. II. Series. LB1775.4.C2S38 1997 371.1'02dc20 96-30690
ISBN 0-8077-3558-2 (paper) ISBN 0-8077-3559-0 (cloth)
Printed on acid-free paper Manufactured in the United States of America
03 02 01 00 99 98 97 96 8 7 6 5 4 3 2 1
Page v
Contents
Foreword
by D. Jean Clandinin
vii
Acknowledgments
ix
1. Beginning with Stories
1
2. James' Story
10
3. Raymond's Story
40
4. The Pain of Visibility: Raymond's Response
69
5. Issues of Care
81
The Ethic of Caring
83
Truly Collaborative Inquiry
86
Colloquy
110
6. Narrative Meaning: The Reader's Voice
112
Constructing Narratives
115
References
143
About the Author
149
Index
151
Page vii
Foreword
It is a sunshine-filled warm spring afternoon as I finish reading Renate's book. I gaze out at the river valley, at trees barely tinged green with the promise of spring. I decide to go for a walk for I feel unease, a sense of having read a "writerly text," a text designed to "disrupt our settled expectations" (p. 137). I pull my anorak on and head toward the river, hoping the water, muddied by spring run-off, will help me name the unease. For how can I feel such unease when I feel resonance with Renate's lines, lines like,
Collaborative narrative inquiry is one such new way of doing research. It redefines the relationship between researcher and researched and provides a structure for telling teachers' stories within a framework of care. It becomes our responsibility, then, to consider how we will read these stories. By repositioning ourselves in relation to the text and adopting a participatory stance, our reading becomes more consonant with the principles and methods of collaborative narrative inquiry. (p. 141)
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