Diffractively narrating teacher agency within the entanglements of inclusion

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2020-09-10 DOI:10.1080/10476210.2020.1796957

Srikala Naraian

引用次数: 5

Abstract

ABSTRACT New materialist thought complicates humanist conceptions of agency that inform the trope of ‘change agent’ which has been foundational to the scholarship on teacher preparation for inclusive education. This paper describes a preliminary exploration of a new materialist approach to the narrative inquiry of teacher enactments of inclusion. I begin with a brief interpretivist account that privileges the agency of Elizabeth, a novice teacher prepared within a disability studies informed teacher preparation program. Subsequently, in a move characteristic of a new materialist diffractive reading, I read into and through that account using the framework of agential realism to situate Elizabeth among multiple human and non-human agents. I argue for debility as a foundational construct to foster new ways of understanding teacher agency for inclusion.

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在包容的纠缠中艰难地叙述教师代理

新唯物主义思想使人本主义的能动性概念复杂化，后者提出了“变革能动性”的比喻，而“变革能动性”是全纳教育教师准备研究的基础。本文描述了一种新的唯物主义方法对教师包容性行为的叙事探究的初步探索。我从一个简短的解释主义的叙述开始，这是伊丽莎白的特权，一个在残疾研究通知教师准备计划中准备的新手教师。随后，在一种新唯物主义衍射解读的特征中，我通过使用代理现实主义的框架来解读并通过这种描述，将伊丽莎白置于多个人类和非人类的代理中。我主张将衰弱作为一种基础结构，以培养理解教师包容性代理的新方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.