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Title: A walking contradiction : teacher as a school refuser
Author: Chiu, Ya-Wen
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2011
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Abstract:
A walking contradiction: teacher as a school refuser is a doctoral dissertation that provides a narrative account of two Taiwanese teachers' use of story to illustrate what our experiences of learning are, how we reposition ourselves in teaching, and how our enactment of social and cultural practices is a result of the way we narrate stories about ourselves both as school refusers and teachers. Our identities are thus woven into our understanding of life stories, and influenced by the discourses by which we retell ourselves. In this dissertation, narrative understandings of identity become part of the social and cultural context of education, by drawing upon voices and interrelations between individuals and environment. The theoretical framework for this research is informed by the work of Mikhail Bakhtin, Dorothy Holland and Lev Vygotsky. I employ life stories and other documents of life to explore theoretical issues that inform and conceptualise the research. Stories in this research perform memories, emotions and unheard voices from marginalised students. As one of the two participants in this study, my auto ethnographic narrative is presented as a scrapbook that retrieves and retells my experiences of schooling in the face of mono logic discourses that I acquired from my parents and teachers. Artifacts of memory in the form' of photographs, letters from my family to the then me and collections of notes from peers, serve as supporting data sources for developing the scrapbook and perform the 'stories I live by'. Stories of the other participant have been collected at distance using narrative interviewing mediated by computers. Our stories are intermingled and represented in the form of an 'agony aunt' column in order to show voices of students in interacting with teachers and their parents regarding fitting into educational settings. Finally, the research discusses how narrative, computing devices and performative forms frame ways of collecting, understanding and representing stories. The research advocates the possibility of teachers' repositioning themselves and reflecting on being a teacher by drawing in students' different voices. I seek to show an awareness of the advantages and limitations of working with personal experiences that arise when dealing with incidents of school maladjustment.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.558092  DOI: Not available
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