What might becoming a poet have to do with becoming a teacher? What might becoming a
teacher have to do with becoming a poet? Is it possible to invite someone to become a teacher
or a poet? What might such an invitation look like? What kinds of conditions are involved in
"making poetry"? What might these conditions have to do with "making pedagogy"?
Further, what might these conditions — of making poetry or pedagogy — have to do with
"making research"?
Based on a study of a six-week intensive language across the curriculum course involving a
group of prospective Secondary School teachers, this dissertation explores the kinds of
conditions that might create an interpretive location in which to entertain and address the
above kinds of questions — of the making of poetry and pedagogy and research — i n all their
relations. Moving backward and forward — between the lived particulars of a group of
preservice teachers' writing practices in a workshop-styled setting, and the writing practice of a
researcher/teacher educator/poet curious about the acts of learning and teaching, writing and
researching — this work attempts to live well with the necessarily tangled relationships among
literacy, aesthetic practice, and the ongoing production of subjectivity in teacher education and
our educational researchings of teacher education.
The value of writing practice, as this dissertation attempts to enact it, is not only in its offer of
further practice — of writing to learn (about writing and teaching and researching) — but also in
its offer of a location where we might become curious about the performative nature of learning
itself. The dissertation seeks to show the ways that my own writing life, shaped as it is by the
work of those who have brought hermeneutics, postmodernism, psychoanalytic theory, and the
literary imagination to bear on teacher education, is deeply implicated with other writing lives,
others who are always and already writing lives. The invitation to imagine the curious time of
researching pedagogy, then, is part of an invitation to think differently about preservice teachers
thinking differently about their time together in classrooms, engaged in acts of learning and
teaching, writing and researching. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/8655 |
| Date | 05 1900 |
| Creators | Rasberry, Gary William |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 11800652 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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