“Shall I Tell You What Is Wrong with Hector as a Teacher?”:<i>The History Boys</i>, Stereotypes of Popular and High Culture, and Teacher Education

Vandermeersche, Geert; Soetaert, Ronald; Rutten, Kris

doi:10.1080/01956051.2013.787353

Cited by 13 publications

(5 citation statements)

References 29 publications

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“…Moreover, the language used to negotiate narrative identities usually draws on well‐worn societal discourses . For example, students have been variously constructed as tabula rasa, children, apprentices, slaves, workers and little animals . Nurses have been severally portrayed as caring, skilled, slaves, vengeful, inferior, angels, handmaidens, incompetent, battleaxes, female and sexual playthings, and doctors have been diversely constructed as good, healing, detached, bully, dictator, God, team member and arrogant .…”

Section: Introductionmentioning

confidence: 99%

Student and clinician identities: how are identities constructed in interprofessional narratives?

2019

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CONTEXT Although the literature on professional identity formation in medical education is increasing, it is scant by comparison on student and clinician identities within interprofessional contexts. We therefore adopt a novel discursive approach to identities to explore how soon-to-become graduates and workplacebased clinicians construct their own and others' identities in interprofessional student-clinician (IPSC) interaction narratives. METHODS We conducted a qualitative narrativeinterview study with 38 students and 23 clinicians representing the fields of medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy. Through framework analysis, we identified the breadth of student and clinician identity constructions across 208 IPSC interaction narratives, and explored how common constructions differed by narrative and narrator. Through in-depth positioning analysis, we explored how student and clinician identities are discursively positioned within two selected IPSC interaction narratives. RESULTSWe identified 11 common constructions of student identities and eight common constructions of clinician identities across all 208 narratives. We found differences in identity constructions across positively versus negatively evaluated narratives, and student versus clinician narrators, highlighting the rhetorical nature of narratives. Our in-depth positioning analysis of two narratives illustrates how one student and one clinician discursively positioned theirs and others' identities during interprofessional interactions, and how identities vary depending on narrators' evaluations of their stories. Although both positioning analyses illustrate how the narrators' language serves to reproduce the common societal discourse of interprofessional conflict, the clinician narrative also draws on the competing discourse of interprofessional collaboration.CONCLUSIONS Although some of the identities support previous uniprofessional research, our findings illustrate greater breadth and depth in terms of student and clinician identities within interprofessional contexts. We encourage educators to embed identities curricula into existing workplace learning for students and clinicians to help them make sense of their developing professional and interprofessional identities. Workplace educators should facilitate meaningful IPSC interactions to promote interprofessional learning and collaboration.

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Section: Introductionmentioning

confidence: 99%

Student and clinician identities: how are identities constructed in interprofessional narratives?

2019

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“…Insofar as these relationships speak particularly clearly to views of the pedagogical work of higher education institutions, they are perhaps especially relevant to SoTL scholars. Interestingly, while some previous research unpacks a range of student-teacher relationships and stereotypes within popular culture (e.g., Gregory, 2007;Vandermeersche, Soetaert, & Rutten, 2013), the present set of films is tilted in favour of critical or ambivalent representations of faculty-student interactions, often positioning faculty as abusive, manipulative, or exploitative-particularly within humanities disciplines (Carens, 2010).…”

Section: Professor-student Relationshipsmentioning

confidence: 86%

“…It should be noted that some work has already been done on these themes. For instance, representations of the learning process and the purposes of higher education in films have been the topic of study before (Benton, 2013;Gregory, 2007;Vandermeersche, Soetaert, & Rutten, 2013). Similarly, common patterns and implications of representations of teachers and students are a frequent topic of analysis (García, 2015;Gregory, 2007;Leuschner, 2006;Stillwagon & Jelinek, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…In essence, such work suggests that media normalizes societal expectations of education by presenting a narrative construction of these institutions as the contemporary reality, leaving little room to imagine an alternative (García, 2015). Film necessarily constructs and reflects dominant ideologies and social anxieties within a historical context, and in providing a framework through which to view education, influences how audiences approach the education system and construct and navigate their identities as either instructor or student (Giroux, 2008;Gregory, 2007;Vandermeersche, Soetaert, & Rutten, 2013). Likewise, such texts often take up, feed, and/or help audiences negotiate common suspicions and concerns about teaching, learning, and educators, particularly in relation to the ways educators wield power within the classroom (Benton, 2013;Carens, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning.

Johnstone

Marquis

2018

TLI

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Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as 'public pedagogy,' this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts-the purpose of higher education, relationships between students and professors, and the creation of academic identities-and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary 'crisis of the humanities.'

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“…The significance of media in influencing the public images of teachers has long been recognized (Wallace 1993); yet, many studies have focused on the portrayal of educators in films rather than in news (e.g. Ellismore 2005, Scull & Peltier 2007, Vandermeersche, Soetaert & Rutten 2013.…”

Section: Previous Researchmentioning

confidence: 99%

Newspaper Portrayal of Teachers: A Comparative Study of Representations of Teachers in a British and a Czech Broadsheet

Trčková¹

2018

D&I

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The study compares representations of teachers in the Czech broadsheet Mladá frontaand the British broadsheet The Daily Telegraph, aiming to reveal their possible impacton the level of public respect towards teachers. The methodology employed is criticaldiscourse analysis, combining an investigation of semantic macrostructures and recurrenttransitivity patterns. It is revealed that both newspapers call attention to problems regardingthe teaching profession, advocating social change and higher job prestige. The socialsignificance of a teacher is enhanced in both newspapers by allocating a teacher not onlythe role of a transmitter of knowledge but also a moral guide concerned with social issues.The main difference between the two broadsheets is that The Daily Telegraph foregroundsteachers’ wrongdoings, while Mladá fronta highlights teachers’ accomplishments. Thisseems to be mainly due to the inclusion of a section with regional content in the Czechbroadsheet.

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“Shall I Tell You What Is Wrong with Hector as a Teacher?”:The History Boys, Stereotypes of Popular and High Culture, and Teacher Education

Cited by 13 publications

References 29 publications

Student and clinician identities: how are identities constructed in interprofessional narratives?

Student and clinician identities: how are identities constructed in interprofessional narratives?

Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning.

Newspaper Portrayal of Teachers: A Comparative Study of Representations of Teachers in a British and a Czech Broadsheet

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