Anecdotes and Afterthoughts

Literature as a Teacher’s Curriculum

  • Edward PodsiadlikIII

Part of the Bold Visions in Educational Research book series (BVER)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Edward Podsiadlik III
    Pages 1-6
  3. Edward Podsiadlik III
    Pages 7-25
  4. Edward Podsiadlik III
    Pages 27-46
  5. Edward Podsiadlik III
    Pages 47-62
  6. Edward Podsiadlik III
    Pages 63-71
  7. Edward Podsiadlik III
    Pages 73-96
  8. Edward Podsiadlik III
    Pages 97-111
  9. Edward Podsiadlik III
    Pages 113-129
  10. Edward Podsiadlik III
    Pages 131-139
  11. Edward Podsiadlik III
    Pages 141-161
  12. Edward Podsiadlik III
    Pages 163-183
  13. Edward Podsiadlik III
    Pages 185-204
  14. Edward Podsiadlik III
    Pages 205-213
  15. Edward Podsiadlik III
    Pages 215-218
  16. Back Matter
    Pages 219-222

About this book


This qualitative journey explores how literature informs and challenges my under¬standing of teaching and learning. Insights, questions, and conflicts are revealed through a series of essays in which my evolving teacher identity is illuminated through literature and imagination. Hopefully reading this portrayal of literature, which has been a source of educational insight and imagination for me, will be of use to other educators as they reflect on their own teaching. The primary works of literature used to facilitate this journey are: The Red Badge of Courage (1895), Les Miserables (1862), and American Idiot (2004); Light in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, Night (1960), and The Souls of Black Folk (1903). By delving beneath my exterior ‘teacher mask,’ a collage of images, anecdotes, reflections, aspirations, and fears is exposed. As a resource for pre-service teachers or a reflective exercise for veteran teachers, this study aims to benefit educators by providing a new pathway through which to better understand their intrinsic identities as teachers. Each chapter concludes with “Recommendations for Reflection” that readers are encouraged to consider individu¬ally and/or collectively. The spirit of daydreams allows me to integrate literature, autobiography, and imagi¬nation through inventive and inspired discourses with literary figures, using au¬thentic quotations as content for original commentaries that further examine the intrinsic nature of teacher identity. My hope is that this journey will inspire other educators to further reflect on realities and possibilities of what it means to be a teacher.


learning teacher identity teaching

Editors and affiliations

  • Edward PodsiadlikIII
    • 1
  1. 1.University of Illinois at ChicagoUSA

Bibliographic information