Representing teachers |
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Institution: | 1. Department of Health Disparities Research, The University of Texas MD Anderson Cancer Center, Houston, TX, USA;2. USDA/ARS Children''s Nutrition Research Center, Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA;3. Department of Sociology, Rice University, Houston, TX, USA;1. Department of Pathology, Erasmus MC Cancer Institute, University Medical Center Rotterdam, Rotterdam 3015 GE, The Netherlands;2. Department of Histopathology, King''s College Hospital, London SE5 9RS, UK;3. Department of Oncology, University of Turin, 10043 Turin, Italy;4. Department of Diagnostic Medical Sciences and Special Therapies, Surgical Pathology and Cytopathology Unit, University of Padova, Padova 35121, Italy;5. Department of Pathology, CHU Albert Michallon, Grenoble 38043, France;6. Division of Pathology, University of Modena, Modena 41100, Italy;7. Division of Pathology, Policlinico Universitario Gemelli, Rome 00168, Italy;8. Division of Pathology, San Gerardo Hospital, Monza 20900, Italy;9. Department of Statistical Sciences, University of Padova, Padova 35121, Italy;10. Department of Pathology, Reinier de Graaf Hospital, Delft 2625, AD, The Netherlands |
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Abstract: | The article scrutinizes the currently strong movement in sponsoring teachers stories and narratives. At precisely the time the teachers voices are being enthusiastically pursued and promoted, the teachers work is being technisized and narrowed. As the movement grows to celebrate the teachers knowledge, it is becoming less and less promising as a focus of research and reflection. The teachers work intensifies, as more and more central edicts and demands impinge on the teachers world leaving the space for reflection and research progressively squeezed. Stories and narratives therefore, can form an unintended coalition with those forces which would divorce the teacher from knowledge of political and micro-political perspectives, from theory and from broader cognitive maps of influence and power. Hence new modalities using teachers stories and narratives as a starting point need to embrace wider historical and political discourses. |
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