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Title: A performance-centred narrative inquiry into the gender narratives of postgraduate student teachers
Author: Morrissey, Dorothy
ISNI:       0000 0004 5918 7383
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2014
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This dissertation represents an inquiry into the narratives of gender embedded in the narratives of experience of a cohort of postgraduate student teachers, in the first semester of a three-semester initial (primary) teacher education programme in Ireland. The inquiry involved an attempt to explore gender narratives (using an inquiry based approach to aesthetic education) on a drama education course. The aims of the inquiry were 1) to make visible the extent to which gender, as a cultural construction, is taken for granted, 2) to interrupt culturally dominant narratives of gender with narratives that reveal their effects and the power structures upholding them, and 3) to create possibilities for the students to generate alternative constructions of gender and alternative narratives of experience. The focus was, therefore, a pedagogical as well as a research/inquiry one. The teaching/inquiry process was guided by the notion that people make sense of their experiences and shape their identities by making and sharing (or performing) stories. Guided thus, narrative and arts-based approaches were used as research/inquiry methods, as pedagogical approaches and as representational tools. Engagement with theoretical literature was integral to both the teaching/inquiry process and the subsequent representation/inquiry process. Among the theoretical narratives engaged with are feminist post-structuralism and performance studies. In these narratives, identity, knowledge and truth are constructed as provisional, in process, multiple, interconnected and embedded in larger systems of power. So, as a performance-centred narrative inquiry, this inquiry does not focus on structures or products but on the stories, tensions and performances that are produced by these structures and products. The dissertation text represents but one possible account of the teaching/inquiry process in which the students and the researcher (co)performed their narratives in the making. And, in its employment of multiple forms of representation, the dissertation text is constructed to open spaces for readers to engage with it in multiple ways.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available