Developing a university contribution to teacher education: creating an analytical space for learning narratives

Hanley, Chris; Brown, Tony

doi:10.1080/00220272.2016.1140811

Cited by 6 publications

(7 citation statements)

References 26 publications

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“…That is to say, teachers often conceive of their interactions with students as more than pedagogically motivated exchanges resulting in particular forms of instrumentally useful knowledge. Rather, students teachers (and others, of course) are typically concerned with the human 'material' underlying institutionally sanctioned forms of educative engagement (see Hanley & Brown, 2016a). These points seem especially relevant in the exploration of educative praxis, being presented in this article.…”

Section: Marx Hegel and Praxismentioning

confidence: 98%

“…a desire to critique ones working environment, set against the need to guarantee accreditation. See Hanley & Brown, 2016a). As Judith Butler suggests in her work on universality, tidy conceptualisations are not replicated in lived experience (Butler, Laclau, & Žižek, 2000, pp.…”

Section: Universality Vs Abstractionmentioning

confidence: 99%

“…The course included a practitioner research dimension, in which students were persistently revising a developmental story about learning to be a teacher. The particular circumstances of the project, including student and tutor data, are outlined elsewhere (Hanley & Brown, 2016a, 2016b. Throughout the one-year course, students gathered data capturing various dimensions of their school-based practice (a reflection after a lesson, a newspaper snippet, reflections on student interactions, a recollected conversation with a mentor, etc.).…”

Section: Introducing Act and Eventsmentioning

confidence: 99%

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An exploration of educativepraxis: Reflections on Marx’s conceptpraxis,informed by the Lacanian conceptsactandevent

Hanley

2017

Educational Philosophy and Theory

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This article explores an aspect of Karl Marx's concept, praxis. Praxis is meaningful work, through which we fulfil ourselves by fulfilling others. The discussion draws on the author's work with postgraduate student teachers, where both students and author were researching their own practice. Reflecting Marx's conception of praxis as subjective fulfilment in the objective world, this activity was intended to trouble and complicate the categories 'subjective' and 'objective' , whilst enabling students to become both more autonomous and other-oriented. The intention behind this article is to develop the theoretical vocabulary of praxis available to educational researchers and practitioners. Some ideas from Lacanian psychoanalysis are introduced, followed by extensive discussion of Slavoj Žižek's concepts, 'act' and 'event' . The key argument is that in a nascent educative praxis, 'subjective' and 'objective' perspectives can be understood not as fixed points of reference, but as dual orientations on a flow of signification. These ideas are developed alongside detailed examination of two university-based research sessions with student teachers. With reference to session activities, a rationale is provided for an emerging educative praxis, in which students explore creative tensions between 'subjective' and 'objective' perspectives on school-based practice.

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Section: Marx Hegel and Praxismentioning

confidence: 98%

Section: Universality Vs Abstractionmentioning

confidence: 99%

Section: Introducing Act and Eventsmentioning

confidence: 99%

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An exploration of educativepraxis: Reflections on Marx’s conceptpraxis,informed by the Lacanian conceptsactandevent

Hanley

2017

Educational Philosophy and Theory

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“…Data from student teachers are presented elsewhere (Hanley & Brown, 2016). Theoretical accounts of teacher development drawing on a Lacanian perspective have also appeared previously (Brown, 2011;Brown, Atkinson, & England, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…A recent related research study (Hanley, 2017;Hanley & Brown, 2016) involved groups of English literature and language graduates making the transition from graduate to teacher on a one-year school-based course of teacher education. In relocating discipline-specific knowledge from university to school, students were tasked with recalibrating earlier experiences as students and lovers of English in terms of classroom-based demands.…”

Section: Thinking About Knowledge and Teacher Education: Habermas Andmentioning

confidence: 99%

Thinking with certainty or with doubt: a Lacanian theorisation of discursive knowledge in teacher education

Hanley

Brown

2017

Discourse: Studies in the Cultural Politics of Education

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The paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands.

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The Social Administration of Mathematics Subject Knowledge Through Teacher Education

Brown

2020

A Contemporary Theory of Mathematics Education Research

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Developing a university contribution to teacher education: creating an analytical space for learning narratives

Cited by 6 publications

References 26 publications

An exploration of educativepraxis: Reflections on Marx’s conceptpraxis,informed by the Lacanian conceptsactandevent

An exploration of educativepraxis: Reflections on Marx’s conceptpraxis,informed by the Lacanian conceptsactandevent

Thinking with certainty or with doubt: a Lacanian theorisation of discursive knowledge in teacher education

The Social Administration of Mathematics Subject Knowledge Through Teacher Education

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