Whose Story? (Re)presentation, Rhizovocality, and Friendship

Powell, Sean Robert

doi:10.1007/978-3-030-28707-8_10

Cited by 5 publications

(1 citation statement)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As we prioritized our focus on the themes, we wrote and reconsidered our data again collaboratively and independently. Much like the rhizomatic and rhizovocal aspects of narrative research (Powell, 2020), our process of S-STEP has neither a beginning nor an end, and is a composite of interrelated impressions and voices. As such, the present document is only one snapshot in time, and one of many vantage points from which we could describe our collaborative research.…”

Section: Self-study Of Teacher Education Practicementioning

confidence: 99%

Reaching to Transgress: A Critical Self-Study of a Teacher Education Program

Dansereau

Goodrich

Hendricks

et al. 2021

Journal of Music Teacher Education

View full text Add to dashboard Cite

Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education Practices), we share the provocation for the study and its multiple overlapping stages. We present themes from the S-STEP process resulting from the data, and then reconsider those data using scholarly literature. Findings include the intellectual and spiritual growth of students and educators, and the challenges inherent in teaching to transgress within an online environment.

show abstract

Section: Self-study Of Teacher Education Practicementioning

confidence: 99%