Strom / Martin Becoming-Teacher

A Rhizomatic Look at First-Year Teaching
1. Auflage 2017
ISBN: 978-94-6300-872-3
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 151 Seiten

Reihe: Imagination and Praxis: Criticality and Creativity in Education and Educational Research

This book presents an empirical study utilizing Deleuzian Dominant conceptions in the field of education position teacher development and teaching as linear, cause and effect transactions completed by teachers as isolated, autonomous actors. Yet rhizomatics, an emergent non-linear philosophy created by Gilles Deleuze and Felix Guattari, offers a perspective that counters these assumptions that reduce the complexity of classroom activity and phenomena. In Becoming-Teacher: A Rhizomatic Look at First-Year Teaching, Strom and Martin employ rhizomatics to analyze the experiences of Mauro, Bruce, and June, three first-year science teachers in a highly diverse, urban school district. Reporting on the ways that they constructed their practices during the first several months of entry into the teaching profession, authors explore how these teachers negotiated their pre-professional learning from an inquiry and social-justice oriented teacher residency program with their own professional agendas, understandings, students, and context. Across all three cases, the work of teaching emerged as jointly produced by the activity of multiple elements and simultaneously shaped by macro- and micropolitical forces. This innovative approach to investigating the multiple interactions that emerge in the first year of teaching provides a complex perspective of the role of preservice teacher learning and the non-linear processes of becoming-teacher. Of interest to teachers, teacher educators, and education researchers, the cases discussed in this text provide theoretically-informed analyses that highlight means of supporting teachers in enacting socially-just practices, interrupting a dominant educational paradigm detrimental to students and teachers, and engaging with productive tools to theorize a resistance to the neoliberal education movement at the classroom level.

Autoren/Hrsg.

Strom, Kathryn J.

Martin, Adrian D.

Inhaltsverzeichnis

1;TABLE OF CONTENTS;8
2;ACKNOWLEDGEMENTS;10
3;INTRODUCTION: CHALLENGING SIMPLISTIC NARRATIVES WITH RHIZOMATICS;12
4;CHAPTER 1: THINKING RHIZOMATICALLY IN AN ERA OF NEOLIBERALISM;16
4.1;INTRODUCTION;16
4.2;THE TREE AND THE RHIZOME;20
4.3;Thinking Differently with Rhizomatic Concepts;21
4.3.1;Assemblage;22
4.3.2;Becoming;23
4.3.3;Rhizomatic Lines;24
4.4;TEACHING AS RHIZOMATIC ACTIVITY;25
5;CHAPTER 2: SOCIAL JUSTICE PEDAGOGY ANDBEGINNING TEACHERS;26
5.1;DOMINANT PEDAGOGIES;26
5.2;TEACHING FOR SOCIAL JUSTICE;28
5.2.1;Learner-Centered Instruction;29
5.2.2;Culturally and Linguistically Responsive Teaching;31
5.2.3;Critical Perspectives;32
5.3;CHALLENGING THE STATUS QUO AS A FIRST YEAR TEACHER;34
5.3.1;The Teacher Multiplicity;34
5.3.2;The Classroom Multiplicity;35
5.3.3;The School Multiplicity;36
5.3.4;The District, State, and Federal Multiplicities;38
5.3.5;Multiplicities within Multiplicities;38
6;CHAPTER 3: RHIZOMATIC INQUIRY;40
6.1;INTRODUCTION;40
6.2;THINKING DIFFERENTLY IN RHIZOMATIC RESEARCH;41
6.3;POST-QUALITATIVE RESEARCH AND CRYSTALLIZATION;43
6.4;CASE STUDY;45
6.5;THE NORTHEASTERN TEACHER RESIDENCY PROGRAM;45
6.6;DATA SOURCES AND COLLECTION;48
6.6.1;Observations;48
6.6.2;Interviews;50
6.7;ANALYSIS;51
6.8;ETHICS AND TRUSTWORTHINESS;52
6.8.1;Katie’s Positionality;54
6.8.2;Adrian’s Positionality;55
7;CHAPTER 4: TEACHING-ASSEMBLAGES;56
7.1;INTRODUCTION;56
7.2;MAURO AND LINCOLN HIGH SCHOOL;57
7.3;11TH GRADE TEACHING ASSEMBLAGES;57
7.4;VISUALIZING CRYSTALLIZATION;61
7.5;9TH GRADE TEACHING ASSEMBLAGES;64
7.6;WAITING;69
7.7;SUMMARY;72
8;CHAPTER 5: MOLAR AND MOLECULAR ACTIVITY;74
8.1;INTRODUCTION;74
8.2;BRUCE AND THE NORTHEASTERN PREPARATORY MAGNET SCHOOL;75
8.3;BRUCE’S MOLAR LINES;76
8.4;COLLABORATIVE PROBLEM SOLVING;78
8.5;INSTITUTIONAL MOLAR LINES;82
8.6;MOLECULAR ACTIVITY WITH STUDENTS;85
8.7;THE NERF DEMONSTRATION;88
8.8;BECOMING-TEACHER;90
8.9;SUMMARY;92
9;CHAPTER 6: DISRUPTING THE STATUS QUO THROUGH LINES OF FLIGHT;94
9.1;INTRODUCTION;94
9.2;JUNE AND WASHINGTON HIGH SCHOOL;96
9.3;PRACTICES CO-PRODUCED BY AN ASSEMBLAGE;97
9.4;NEGOTIATING WITH STUDENTS;99
9.5;THE M&M EXPERIMENT;101
9.6;OTHER ASSEMBLAGE ELEMENTS;105
9.7;PROCESSES OF BECOMING-TEACHER;106
9.8;THE CRITERION-REFERENCED TEST;110
9.9;SUMMARY;113
10;CHAPTER 7: USING RHIZOMATICS TO THINK DIFFERENTLY ABOUT TEACHING;114
10.1;INTRODUCTION;114
10.2;TEACHING AS ASSEMBLAGE;114
10.3;THE RELATIONAL AND INTER-RELATIONAL WORK OF TEACHING;117
10.3.1;Interacting with Students;117
10.3.2;Negotiating with Context;119
10.4;TEACHER IDENTITY AND BECOMING;120
10.5;CONSTRUCTING A PEDAGOGY OF EQUITY IN URBAN SCHOOLS;121
11;CHAPTER 8: PUTTING RHIZOMATICS TO WORK: Informing Practice, Policy, & Research;127
11.1;INTRODUCTION;127
11.2;PUTTING RHIZOMATICS TO WORK IN TEACHER EDUCATION;128
11.2.1;Ecological Models of Teacher Preparation;128
11.2.2;Attending to the Relational Aspects of Teaching Practice;132
11.3;PUTTING RHIZOMATICS TO WORK IN POLICY AND RESEARCH;136
11.3.1;Educational Policy Regarding Teachers and Teacher Education;137
11.3.2;Research on Teaching;140
12;REFERENCES;142