Constructing Identity in the Time of Coronavirus
Reading as Recovery
Bibliographic Data
| ID | 20502616 |
|---|---|
| Authors | Louise Torres-Ryan (0000-0002-3512-6944, Institute of Education, UCL, London, UK, corresponding author) |
| Year | 2022 |
| Volume | 29 |
| Issue | 3 |
| Pages | 221-231 |
| Publication date | 2022-07-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Changing English (JOURNAL) |
| Journal identifiers | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1358684x.2022.2048950 |
| OpenAlex | W4220911874 |
| Language | EN |
| References cited | 6 |
How does a beginning teacher go about constructing a teacherly identity in a pandemic? How does one reconcile what might be with what is, as dictated by the rhetoric of a neoliberal government, which prizes the individual mind over the collective one, the product over the process, and results over relationships? This essay explores these questions through the experience of reading Jane Eyre with a Year 9 English class. Personal and professional stories form the core of this investigation that explores the complexities of finding a teacherly identity; this is a discussion about aims and values and relationships, rather than just ‘effective’ teaching strategies
Aesthetics · Collective identity · Epistemology · Identity formation · Linguistics · Pedagogy · Political science · Rhetoric · Self-concept · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Psychology
| Highly cited | No |
|---|