Stepping Inside an English Classroom

Investigating the Everyday Experiences of an English Teacher

Bibliographic Data

ID20502003
AuthorsLisa Breen (Deakin University), Bella Illesca (0000-0001-6529-7878, Deakin University), Brenton Doecke (0000-0003-2142-8359, Deakin University, corresponding author)
Year2018
Volume25
Issue3
Pages252-263
Publication date2018-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueChanging English (JOURNAL)
Journal identifiersISSN: 1358-684X • E-ISSN: 1469-3585
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1358684x.2018.1478720
OpenAlexW2886054197
LanguageEN
Citations received2
References cited12

This essay presents an English teacher’s inquiry into her professional practice in an institutional setting that is heavily regulated by standards-based reforms. Rather than something external to her, she sees those reforms as part of an internal conflict that affects her capacity to be fully responsive to her students. In dialogue with a colleague, she writes stories that reaffirm the deeply relational character of her work, both as an ethically responsive stance and as a means to understand the socially mediated character of her everyday world. She attempts to find alternative ways of seeing and accounting for her work than the reified mentality of standards-based reforms, positing a world that is relational, rather than compartmentalised, where our chief responsibility as teachers is to cultivate a sensitivity towards others around us, rather than continually being compelled to classify and judge them

Epistemology · Pedagogy · Sociology · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Philosophy · Psychology · Teacher Education and Leadership Studies

Tools

Open DOISci-HubOpen Access