Abstract
In this chapter, we focus on how gender, feminism, and queer theory can influence and inform the Self-Study of Teaching and Teacher Education Practices (S-STTEP) methodology with particular attention to interpretation. Drawing from previously published work we explore interpretation and analyze the interpretive process within this methodology. This leaves open the contributions of gender, privilege, ethnicity and power and demonstrates how interpretation is an open, on-going process.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Aisenberg, N., & Harrington, M. (1988). Women of academe: Outsiders in the sacred grove. Amherst: University of Massachusetts Press.
Arizona Group, Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P. (1994). Letters from beginners: Negotiating the transition from graduate student to assistant professor. The Journal, 8(2), 71–82.
Arizona Group, Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P. (1995). Becoming teachers of teachers: Alternative paths expressed in beginners’ voices. In F. Korthagen & T. Russell (Eds.). Teachers who teach teachers: Reflections on teacher education (pp. 35–55). London, UK: Falmer Press.
Arizona Group, Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P. (2004). The epistemological dimensions and dynamics of professional dialogue in self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. L. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (vol. 2, pp. 1109–1168). Dordrecht, Netherlands: Kluwer Academic Publishers.
Arizona Group, Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P. (2007). Reconsidering unanswered questions: Negotiating transitions from graduate student to assistant professor to associate professor. In R. Martin (Ed), Transforming the academy: Struggles and strategies for women in higher education, Volume II (pp. 53–66). Earlene, IA: Graymill Corporation.
Arizona Group: Placier, P., Pinnegar, S., Hamilton, M. L., & Guilfoyle, K. (2006). Exploring the concept of dialogue in the self-study of teaching practices. In C. Kosnik, C. Beck, A. Freese, & A. Samaras (Eds.), Making a difference in teacher education through self-study (pp. 51–64). Dordrecht, Netherlands: Kluwer Academic Publishers.
Bakhtin, M. (1981). The dialogic imagination: Four essays. Austin, TX: University of Texas Press.
Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing. New York, NY: Basic Books.
Bullough, R. V. Jr., & Pinnegar, S. E. (2004). Thinking about thinking about self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. L. Russell (Eds.) International handbook of self-study of teaching and teacher education practices (pp. 313–342). Dordrecht, Netherlands: Kluwer Academic Publishers.
Butler, J. (1988). Performative acts and gender constitution: An essay in phenomenology and feminist theory. Theatre Journal, 40(4), 519–531.
Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. London, NY: Routledge.
Butler, J. (1999). From interiority to gender performatives. In Fabio Cleto (Ed.), Camp: Queer aesthetics and the performing subject: A reader (pp. 361–368). Ann Arbor, MI: The University of Michigan Press.
Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15, 361–385.
Code, L. (1991). What can she know: Feminist theory and the construction of knowledge. Ithaca, NY: Cornell University Press.
Coia, L., & Taylor, M. (2013). Uncovering our feminist pedagogy: A co/autoethnography. Studying Teacher Education, 9(1), 3–17.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20(1), 43–63.
Erickson, L., Young, J., & Pinnegar, S. (2011) Teacher Educator Identity: Emerging understandings of person, positioning, roles, and collaborations. Studying Teacher Education, 7, 105–107.
Foucault, M. (1980). A history of sexuality, volume 1: An introduction. In R. Hurley (Trans.). New York, NY: Vantage Books.
Foucault, M. (1995). Disciple and punish: The birth of the prison. 1975. New York, NY: Vintage.
Gappa, J. M., & Uehling, B. S. (1979). Women in academe: Steps to greater equality. AAHE ERIC/Higher Education Research Report No. 1. Washington DC: AAHE.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.
Guðjónsdóttir, H., & Dalmau, M. C. (2002). Framing professional discourse with teachers: Professional working theory. In J. T. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 102–129). London, UK: Routledge/Falmer.
Hamilton, M. L. (1992). Making public the private voice of a teacher educator. Paper presented as a part of a Division K Symposium–Holding up the mirror: Teacher educators reflect on their own teaching - at the annual meeting of the American Educational Research Association, San Francisco.
Hamilton, M. L., & Pinnegar, S. (2013). What’s in a name? Exploring the edges of auto-ethnography, narrative, and self-study methodologies. A paper presented at the annual meeting of American Educational Research Association in San Francisco, California.
Harré, R., & van Langenhove, L. (1998). Positioning theory: Moral contexts of international action. Oxford, England: Wiley-Blackwell Publishing.
Hutchinson, D. (2013). Narrative defiance: Re-narrating beliefs through teacher blogs. Unpublished paper.
Hymes, D. (1972). Models of the interaction of language and social life. In J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics: The ethnography of communication (pp. 35–71). New York, NY: Holt, Rinehart & Winston.
Lunenberg, M., & Hamilton, M. L. (2008). Threading a golden chain: An attempt to find our identities as teacher educators. Teacher Education Quarterly, 35(1), 185–205.
Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
Pinnegar, S., & Hamilton, M. L (2012). Openness and inconclusivity in interpretation in narrative inquiry: dimensions of the social/personal. In E. Chan, D. Keyes, & V. Ross (Eds.), Narrative inquirers in the midst of meaning-making: Interpretive acts of teacher educators (pp. 1–22). Bingley, UK: Emerald Group Publishing Limited.
Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and Practice. Dordrecht, Netherlands: Springer.
Pinnegar, S., & Murphy S. (2011). Commentary: Teacher educator identity emerging through positioning self and others. Studying Teacher Education, 7, 155–158.
Presnell, N. (2013). The “Cool” blogger: Is she really as cool as she thinks she is? Unpublished paper.
Rice, M. (2011). Competing and conflicting identity plotlines: Navigating personal narratives of entering teaching. Studying teacher education: A journal of self-study of teacher education practices, 7(2), 145–154.
Sarup, M. (1993). An introductory guide to post-structuralism and postmodernism (2nd ed.). Essex, England: Pearson Education Limited.
Tannen, D. (1990). You just don’t understand: Women and men in conversation. New York, NY: William Morrow and Company. Inc.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
Hamilton, M.L., Pinnegar, S. (2014). Interpretation and Gender Within the Zone of Inconclusivity. In: Taylor, M., Coia, L. (eds) Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-686-8_4
Download citation
DOI: https://doi.org/10.1007/978-94-6209-686-8_4
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-686-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)