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A W(rite) of Passage Queering Labour, Logic, and Teacher Identity through Poetic Autoethnography
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Abstract:
With concerns of mental health and queer identity becoming important topics in teacher education/welfare as well as social justice conversations, this research seeks to a confront a gap in scholarship that tackles the psychopolitical issues queer teachers face through an artistic response. Heterosexism and saneism are structures that uphold the professional pillars of logic and rationality, and thus “madness”, emotion, and its subsequent creativity are repressed by mentally ill queer teachers working in schools. By asking what happens when queer educators use poetry to create meaning of their madness and emotions, I seek to understand psychological and political affects of writing for educational labourers living with mental illness. By developing a creative-theoretical model that writes from the past of the queer child to the present of queer teacher I use Pinar’s methodology of “currere” as a base point to queer my curricular map and create openings in how we might know professionalism, madness, and queerness differently through creative writing. ; M.A.
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Keyword:
0530; Critical mad studies; currere; heteroprofessionalism; poetic inquiry; queer phenomenology; teacher welfare
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URL: http://hdl.handle.net/1807/98337
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| 2 |
Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students
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| 3 |
Language, Power, and Race: A Comparative Approach to the Sociopolitics of English
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| 4 |
Meeting the Needs of English Language Learners with Interruptions in their Formal Schooling: A Comparative Case Study of Two Teachers' Classrooms
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| 5 |
Revealing Our Commonessence: A Collaborative Self-study Involving Choral Music Educators
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| 6 |
Responses to Difference in Initial Teacher Education: A Case of Racial and Linguistic Minority Immigrant Teacher Candidates
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| 7 |
An Examination of the Characteristics of High Achieving Black Students and Practical Recommendations to Help Support All Educational Stakeholders
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| 8 |
The Cooperative Classroom: Scaffolding EFL Elementary Learners' English Literacies Through the Picture Word Inductive Model -- The Journey of Three Teachers in Taiwan
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| 9 |
Teacher Training In A Proactive Approach To Classroom Behaviour Management: Teacher and Student Outcomes
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| 10 |
Une ontologie des savoirs lexicologiques pour l'élaboration d'un module de cours en didactique du lexique
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| 11 |
A Case Study on Multi-level Language Ability Groupings in an ESL Secondary School Classroom: Are We Making the Right Choices?
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| 12 |
“What Makes Children Different Is What Makes Them Better”: Teaching Mexican Children “English” to Foster Multilingual, Multiliteracies, and Intercultural Practices
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| 14 |
Pathways to Collaboration: A case Study of Local and Foreign Teacher Relationships in a South-eastern Chinese university
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| 15 |
Une ontologie des savoirs lexicologiques pour l'élaboration d'un module de cours en didactique du lexique
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| 16 |
Native and Non-native English Speaking Tutors' Feedback on College-level ESL Student Writing ...
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| 17 |
Building an Effective International Community of Inquiry for EFL Professionals in an Asynchronous Online Discussion Board ...
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| 18 |
Native and Non-native English Speaking Tutors' Feedback on College-level ESL Student Writing
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Park, Sunyoung. - : University of Maryland, Baltimore County (UMBC), 2008
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In: Park_umbc_0434M_10021.pdf (2008)
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| 19 |
Building an Effective International Community of Inquiry for EFL Professionals in an Asynchronous Online Discussion Board
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In: umi-umbc-1212.pdf (2008)
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