Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)

Votre Flash Player n'est pas à jour. Visitez le site de Adobe pour la plus récente version.

Publication

Benoit, B. A. (2016). Understanding the teacher self : learning through critical autoethnography. Thèse de doctorat inédite, McGill University, Montréal, Québec.

Catégorie

Mémoires et thèses

Résumé

This thesis examines how past memories can shape how we see the present and future in the context of teacher education and professional development. Using qualitative inquiry, drawing in particular on self-study and memory-work, I explore the ways in which Critical AutoEthnography can serve as a tool for personal and professional growth in the context of teacher identity. I investigate the relationship between and among Autoethnography, Critical Pedagogy and Critical AutoEthnography.For the fieldwork I visit three memory sites. The first memory site is an arts-informed study of the memories associated with the elementary school grounds and neighborhoods I frequented growing up as a child in the 1980s in and around Montreal, Quebec, Canada. I identify and expand on three important Narrative Inquiry approaches; a) looking at memory and story as a pedagogical tool; b) focusing on place as identity markers; and c) doing self-study as a form of professional development. The second memory site draws on my personal viewing/close reading of a television series, Les Bougon, a popular series shown on Quebec public television that aired for three seasons from 2004 to 2006. I look at how concepts of gender, race, and class were used to provide a thin veneer of normalcy that contributed to the manufacturing and reinforcing of a specific type of cultural oppression within Quebec. The third memory site addresses the development of my own ethnography as it relates to professional self-conscious reflexivity. I present narratives related to my teacher education and experiences in order to map out my lived experiences as texts leading to a greater understanding of my professional development as a teacher educator. Identifying and incorporating memory as pedagogy through the employment of Critical AutoEthnographic narratives plays on the symbiotic relationship between the process and product that allowed for the incorporation of my own voice within my research. Gaining greater awareness of my professional teacher self through the use of Critical AutoEthnography has allowed me to simultaneously deepen an understanding of my personal self. The study has implications for the use of memory-work in Critical AutoEthnography as a tool for teachers' personal and pedagogical renewal. Teachers must be able to situate themselves within their own cultural power dynamics to see themselves critically within the larger context of issues such as class and race; this can bring them closer to uncovering injustices in their work with students.

Lien

http://digitool.library.mcgill.ca/thesisfile138801.pdf
Logos des universités associées au CRIFPE

Adresse civique

Université de Montréal
Faculté des Sciences de l'Éducation
CRIFPE
90, avenue Vincent d'Indy
Pavillon Marie-Victorin – C-536
Outremont (Québec) H2V 2S9

Adresse postale

Université de Montréal
Faculté des Sciences de l'Éducation
CRIFPE – C-543
C.P. 6128, succursale Centre-ville
Montréal (Québec) H3C 3J7