I have a student who…

An exploration of societal norms embedded in co-constructed narratives

Kathryn S. Young | Visiting Professor of Secondary Education, Metropolitan State College of Denver and Postdoctoral Research Fellow, Inclusive Practice Project, University of Aberdeen, Scotland

This article investigates the use of co-constructed narrative strands to better understand the function of institutional narratives in teacher education. It uses data drawn from a large ethnographic study of talk in interaction in teacher education coursework. The analysis demonstrates how a series of similar small stories functions together to create a larger message about social categories in schooling. Narratives created by preservice teachers, through shared understanding of category systems like gender and disability, penetrate stories told in coursework and impact understandings of students in schools.

Keywords: narrative research, teacher education, small stories, professional narrative, co-construction, identity

Published online: 16 December 2009
https://doi.org/10.1075/ni.19.2.08you

Cited by

Cited by 4 other publications

Ahmann, Chloe

2016. “…And that’s why I Teach For America”: American education reform and the role of redemptive stories. Text & Talk 36:2

Miglbauer, Marlene

2017. In Identity Struggles [Discourse Approaches to Politics, Society and Culture, 69], ► pp. 207 ff.

Sung, Kenzo K.

2015. ‘Hella ghetto!’: (dis)locating race and class consciousness in youth discourses of ghetto spaces, subjects and schools. Race Ethnicity and Education 18:3 ► pp. 363 ff.

Young, Kathryn S.

2016. How student teachers (don’t) talk about race: An intersectional analysis. Race Ethnicity and Education 19:1 ► pp. 67 ff.

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