The "Good" Teacher: Stories of Anger and Inaction

By:
Prof. Jennifer Tupper
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This presentation is a blending together of two research projects, two subject areas, and many teacher voices. Each project attempts to understand how anger, blame and subconscious images form and regulate professional identities. The first study explored how five secondary science teachers made sense of being a "good" teacher and being a "good" student. Continually conflicted between notions of what a "good" teacher or student should do with hegemonic and counter-hegemonic pedagogies, these teachers directed their frustration and anger towards their students. Rather than understanding their students as "products" of the same hegemonic educational system that they themselves felt produced by, they resented students who thought or acted in certain ways.

In the second project, the voices of social studies educators came together through conversation to open up the complexities of citizenship, culture and gender in relation to the prescribed and negotiated experiences of teaching. Through their own stories of anger and in/action, these teachers occupied spaces of tension in relation to the possibilities and impossibilities of citizenship education in social studies. As Britzman (2003, p. 2) reminds us, however, tension can be productive. Conflict and confusion (and in this case expressions of anger) "are all crucial to the stuff of understanding." In each of these projects, expressions of anger and examples of in/action present opportunities for reflecting upon what it means to be a "good" teacher within the complex and messy spaces of school.


Keywords: Teaching, Critical Pedagogy, Hegemony, Citizenship, Tensions
Stream: Curriculum and Pedagogy
Presentation Type: Workshop Presentation in English
Paper: A paper has not yet been submitted.


Prof. Jennifer Tupper

Assistant Professor, Faculty of Education, University of Regina
Canada

Alison (Ali) Sammel is an Assistant Professor and the Chair of Science Education at the Faculty of Education, University of Regina. She completed her doctorial work at the University of Western Ontario, and her Masters, at Griffith University in Australia. Her work focuses on the teaching and learning of science education at the preservice level. Using the frames of both critical pedagogy and feminist poststructuralism, she explores external and psychological power dynamics that influence how teachers understand and take up hegemonic and counter-hegemonic pedagogy in science and environmental education. Specifically, she is intrigued with how notions of what it means to be a "good" teacher influence what and how people teach. Originally from Australia, she lives in Canada with her two poodles, and one very elderly, grouchy rabbit.


Ref: L05P0260