Imagining a Teacher-Place Assemblage

Title
Imagining a Teacher-Place Assemblage
Publication Date
2015
Author(s)
Noone, Genevieve
( author )
OrcID: https://orcid.org/0000-0001-9663-2675
Email: gnoone2@une.edu.au
UNE Id une-id:gnoone2
Editor
Editor(s): Lorraine Graham and Judith Miller
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Sense Publishers
Place of publication
Rotterdam, Netherlands
Edition
1
UNE publication id
une:17717
Abstract
Imagination and creativity are vital for finding solutions to problems, and for enabling us to improve the quality of our lives. Michael Singh and Jinghe Han (2007, p. 224) suggest that what is needed in research in teacher education is "bold imaginings of what might be". And so I propose, in this chapter, the imagining of a 'teacher-place assemblage'. In carrying out our research with teachers in rural schools I found myself confronted by notions of both 'teacher' and 'rurality' that appeared to be 'stuck' in a negative discourse. I needed different ways of thinking to assist in 'un-sticking' hegemonic understandings of rural teaching. My search for a different way of thinking was facilitated by employing an arts-based methodology and adding a Deleuzo-Guattarian (Deleuze & Guattari, 1988) analytical perspective. From this methodology emerged the notion of a 'teacher-place assemblage' - a dynamic, relational notion of the teacher and place that suggests an extra dimension be added to both teacher professional development and pre-service teacher education to facilitate an understanding of the mutual relation, as suggested in the data and quotation above, between teachers and the places in which they teach.
Link
Citation
Bush Tracks: The Opportunities and Challenges of Rural Teaching and Leadership, p. 57-77
ISBN
9789463000970
9789463000963
9789463000956
Start page
57
End page
77

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