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This digital document is an article from Journal of Teacher Education, published by Corwin Press, Inc. on November 1, 2001. The length of the article is 8313 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From t... More

This digital document is an article from Journal of Teacher Education, published by Corwin Press, Inc. on November 1, 2001. The length of the article is 8313 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: Feminist poststructural theories of subjectivity posit a notion of the self as a site of disunity and conflict that is always in process and constructed within power relations. In teacher education, this theory of subjectivity troubles the notion of a predetermined, unified teacher identity assumed to emerge if a novice follows a linear, already-completed path of the student teaching experience. This article presents the story of Annie, a young woman learning to teach under the guidance of two cooperating teachers, Candace and Sheila, who espoused opposing discourses of teaching and mentoring. Deconstruction of Annie's experience illuminates how her subjectivities shifted between competing discourses within the discursive field of her student teaching experience. Annie's becoming a teacher was a wrenching, uneven process as she constructed her teacher subjectivities while situated within the unstable relationships between power, knowledge, and experience. Annie's experience of learning to teach offers a postmodern perspective on the normalizing assumptions and discourses embedded in current teacher education practices.

Citation Details
Title: Mutiple Annies: feminist poststructural theory and the making of a teacher.(Brief Article)
Author: Alecia Youngblood Jackson
Publication: Journal of Teacher Education (Refereed)
Date: November 1, 2001
Publisher: Corwin Press, Inc.
Volume: 52 Issue: 5 Page: 386(12)

Article Type: Brief Article

Distributed by Thomson Gale

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