“I'm me and that is enough”: Reconfiguring the family photo album to explore gender constructions with Foundation Phase preservice teachers

Notshulwana, Robin; Lange, Naydene de

doi:10.1016/j.tate.2019.03.011

Cited by 5 publications

(5 citation statements)

References 22 publications

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“…Davies (2003, p. 42) observed that "feminist post-structural analysis reveals ways in which dominant discourses can trap us in conventional meanings and modes of being." Further, feminist post-structuralism creates paths for us to understand our gendered selves in relation to others and the world around us, and the dominant discourses in a particular context (Notshulwana & de Lange, 2019). Weedon (1987) suggested that dominant discourses found in historical and cultural practices play an integral part in one's individual subjectivity, forming a set of beliefs and practices that regulate a particular gender order.…”

Section: Using a Feminist Post-structural Lensmentioning

confidence: 99%

Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher

Kagola

Notshulwana²

2022

Educ. res. soc. change.

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Foundation Phase (FP) classrooms are not immune to incidents directly related to sexuality. Sexuality education, which is part of the FP life skills curriculum, is an essential part of the holistic development of FP learners. Studies about FP sexuality education report that FP teachers' formal approach to sexuality education is often restrictive. In this article, we use life history methodology to explore a single case study of a same-sex desiring male FP teacher in the Eastern Cape, South Africa to make meaning of how incidental moments that relate to sexuality education are addressed. Applying a feminist post-structural lens, we discuss how the participant and the participant's colleagues implicitly perpetuate heteronormative discourses in their pedagogical approaches to the teaching of sexuality education. The topic of sexuality features in one South African university's FP teacher education curriculum with the intention of raising pre-service teacher awareness about FP sexuality education. This research allowed us to reflect on the redesign of this fourth-year FP life skills module and to reimage the learning experiences offered to FP pre-service teachers.

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Section: Using a Feminist Post-structural Lensmentioning

confidence: 99%

Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher

Kagola

Notshulwana²

2022

Educ. res. soc. change.

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“…2. Prompting the re-representing and revisiting of preservice teacher experiences of restrictive childhood gendered relationships, including implications for their pedagogical practice, using photovoice and photo albums to spark conversation around these relationships (Notshulwana & de Lange, 2019).…”

Section: Educational Research As Social Change: Examples and Paradigmatic Deliberationsmentioning

confidence: 99%

“…Now, one could argue that if we capitalise on the notion that ideas (including the theorising of scientists) can affect the worlds being investigated, we can expect professional researchers to take this into account when undertaking research, and to be open to reexploring ideas with research participants with a view to considering desired outcomes. This would be an opening in the postpositivist position that could allow for the kind of conscious research-as-intervention approach adopted by Notshulwana and de Lange (2019). For a more detailed account of how we might stretch the postpositivist argument in this direction, see Romm (2018, pp.…”

Section: An Extended Postpositivist-oriented Vision Of the Projectmentioning

confidence: 99%

“…4-5). My suggestion is that the transformative potential of the theorising around social mechanisms considered to be restricting life chances and life choices of people (in gendered ways in the case of the research by Notshulwana & de Lange, 2019) lies in its being helpful in locating points where people might enact some agency towards making a better quality of lifeespecially for those experiencing the brunt of the felt restrictions. It is in this way that an extended (practically oriented) critical realism can endorse the first and second layers of analysis referred to by Notshulwana and de Lange (2019, p. 109) as both working towards theorising that invites justiceoriented actions.…”

Section: An Extended Critical Realist Vision Of the Projectmentioning

confidence: 99%

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Justifying Research as Conscious Intervention in Social and Educational Life: Activating Transformative Potential

Romm

2020

Educ. res. soc. change.

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In this article, I expand on Mertens' advocacy of the transformative paradigm for social research, where research is consciously geared to the advancement of social justice. I indicate certain links with Indigenous paradigmatic approaches to "knowing," where legitimate knowing is rooted in a quest to enhance relationality in the web of relations in which we as knowers and actors are enmeshed. In considering how we might justify associating knowing with transformative-directed (interventionist) intent, I suggest that the justification rests on us recognising that the research enterprise is always more or less consciously implicated in the continuing unfolding of the worlds of which it is a part. I spell out what is involved in recognising that research is world shaping. I furthermore propose that taking a transformative perspective on the research enterprise allows us to reinterpret other paradigmatic positions (e.g., constructivism, and critical realism, and even some renditions of postpositivism) by looking at their potential to cater for an inquiry process that enables participants, concerned stakeholders, and wider audiences to participate in envisioning and enacting possibilities for enhancing the quality of our existence. I provide some examples from the educational arena.

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“…Moreover, previous research has illustrated art's ability to evoke and communicate emotions; words alone may not always be enough to describe emotions, but other ways of telling, e.g., photographs, can help (Harper, 2002;McKay & Barton, 2018;Weiser, 1999). However, until now, research has rarely addressed student teacher identities with the use of photographs (e.g., Notshulwana & De Lange, 2019; for a review, see Izadinia, 2013).…”

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confidence: 99%

Vulnerability as an Emotional Dimension in Student Teachers’ Narrative Identities Told With Self-Portraits

Holappa

Lassila

Lutovac

et al. 2021

Scandinavian Journal of Educational Research

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This article focuses on what student teachers tell about the emotional dimension of their identities with self-portraits. Narrative interviews with self-portraits were conducted with two student teachers in the final stages of their studies. The interviews were analysed by using narrative analysis, followed by a thematic cross-analysis of the two emplotted stories. The findings emphasise the importance of vulnerability as a significant emotional dimension of student teachers' identities, showing them to be vulnerable in relation to themselves, to others and to cultural teacher stories. From the perspective of student teacher identity construction, it was notable that the student teachers described moments of feeling unsuited to being a teacher, which made them feel vulnerable. The article discusses the meaning of self-portraits for research and for teacher education; telling stories with self-portraits can be used to understand the emotional dimension of student teachers' narrative identities.

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“I'm me and that is enough”: Reconfiguring the family photo album to explore gender constructions with Foundation Phase preservice teachers

Cited by 5 publications

References 22 publications

Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher

Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher

Justifying Research as Conscious Intervention in Social and Educational Life: Activating Transformative Potential

Vulnerability as an Emotional Dimension in Student Teachers’ Narrative Identities Told With Self-Portraits

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