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    • Graduate School - Theses and Dissertations (MU)
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    • 2018 Dissertations (MU)
    • 2018 MU dissertations - Freely available online
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    Enacted identities : a narrative inquiry into teacher writerly becoming

    Goldsmith, Christy
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    [PDF] research.pdf (7.140Mb)
    Date
    2018
    Format
    Thesis
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    Abstract
    This narrative inquiry explored the ways in which four mid-career English teachers construct themselves as W/writers and how those writerly identities are performed in their pedagogy. I curated data collected from extended interviews, journals, personal and professional writings to build narratives of these teachers-aswriters. Through these narratives and metaphorical thinking (Lakoff & Johnson, 1980), I analyzed the wholeness of each participant's experience with writing. Then, in stage two of the study, I used data collected from teaching observations to build a continuum of process --> product, employing Goffman's (1974) frame analysis to place the teachers within that continuum. This continuum represented the stable thread that continued through the teachers' personal and professional identities and led to three insights: (1) Those teachers who identified as Writers were more comfortable teaching writing processes (2) The desire to be seen as a "kind of W/writer or teacher" brings risk writing instruction and (3) Agency provides Writers a way to mitigate the risk of teaching writing.
    URI
    https://hdl.handle.net/10355/66168
    Degree
    Ph. D.
    Thesis Department
    Learning, teaching and curriculum (MU)
    Rights
    OpenAccess
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
    Collections
    • Learning, Teaching and Curriculum electronic theses and dissertations (MU)
    • 2018 MU dissertations - Freely available online

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