Multiple Annies
Feminist Poststructural Theory and the Making of a Teacher
Bibliographic Data
| ID | 4308804 |
|---|---|
| Authors | Alecia Youngblood Jackson (0000-0001-5016-6752, University of Georgia, corresponding author) |
| Year | 2001 |
| Volume | 52 |
| Issue | 5 |
| Pages | 386-397 |
| Publication date | 2001-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487101052005005 |
| OpenAlex | W2161936397 |
| Language | EN |
| Citations received | 13 |
| References cited | 15 |
Feminist poststructural theories of subjectivity posit a notion of the self as a site of disunity and conflict that is always in process and constructed within power relations. In teacher education, this theory of subjectivity troubles the notion of a predetermined, unified teacher identity assumed to emerge if a novice follows a linear, already-completed path of the student teaching experience. This article presents the story of Annie, a young woman learning to teach under the guidance of two cooperating teachers, Candace and Sheila, who espoused opposing discourses of teaching and mentoring. Deconstruction of Annie's experience illuminates how her subjectivities shifted between competing discourses within the discursive field of her student teaching experience. Annie's becoming a teacher was a wrenching, uneven process as she constructed her teacher subjectivities while situated within the unstable relationships between power, knowledge, and experience. Annie's experience of learning to teach offers a postmodern perspective on the normalizing assumptions and discourses embedded in current teacher education practices
Aesthetics · Deconstruction (building) · Epistemology · Field (mathematics) · Identity (music) · Mathematics education · Pedagogy · Perspective (graphical) · Postmodernism · Power (physics) · Situated · Sociology · Subjectivity · Computer Science · Literacy, Media, and Education · Philosophy · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Exploring Inquiry in the Third Space
Scaling and Scalar Analysis as a Framework for Research on Teacher Learning
Troubled Pedagogies and Covid-19
Exploring Single, Stay-at-Home, and Gay Fathers’ Perspectives of Masculinity and the Influence These Have on Their Understandings of Their 4- to 12-Year-Old Children’s Outdoor Risky Play
Early-career primary school teachers as ‘watched watchers’
And then on to the next school to mess things up’
Framing Teacher Preparation Research
Retheorising 'Risky' Play in a Global Context
Single, Stay-at-Home, and Gay Fathers’ Perspectives on their 4-12-Year-Old Children’s Outdoor Risky Play Behaviour and ‘Good’ Fathering
Inquiry as Unthought
Tactical Negotiations and Creative Adaptations
Democratic Practices and Dialogic Frameworks
Critiquing Teacher Preparation Research
Feminist methods in social research
Getting Smart
Alice Doesn’t
Crafting Selves
Discipline and Punish
Feminism/Postmodernism
The History of Sexuality Vol I
Feminist Studies/Critical Studies
Feminists Theorize the Political
Foucault's Challenge
Poststructural feminism in education
Methodology in the fold and the irruption of transgressive data
Deconstructing Equality-versus-Difference
Situated Knowledges
The Evidence of Experience
| Unique citing works | 13 |
|---|---|
| Citations per year | 0,59 |
| Citation span | 2004 - 2025 (22) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |