Article published In:
Narrative InquiryVol. 19:2 (2009) ► pp.356–371
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.
Cited by (5)
Cited by five other publications
Fornauf, Beth S., Emilie Mitescu Reagan, Kathryn Mccurdy, Bryan Mascio & Marie Collins
2023. Universal Design for Learning in a Teacher Residency: Re]Framing Tensions through Collaborative Self-Study. Studying Teacher Education 19:1 ► pp. 102 ff. 
Miglbauer, Marlene
2017. Chapter 11. Workplace conflicts as (re)source for analysing identity struggles in stories told in interviews. In Identity Struggles [Discourse Approaches to Politics, Society and Culture, 69], ► pp. 207 ff.
Ahmann, Chloe
2016. “…And that’s why I Teach For America”: American education reform and the role of redemptive stories. Text & Talk 36:2
Young, Kathryn S.
2016. How student teachers (don’t) talk about race: An intersectional analysis. Race Ethnicity and Education 19:1 ► pp. 67 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.
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