The Role of Counter Narratives in the Renegotiation of Identity

Auteurs-es

  • Ellyn Lyle

DOI :

https://doi.org/10.25071/1916-4467.40267

Mots-clés :

personal identity theory, social justice identity, narrative identity, counter narrative

Résumé

Teacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning and their participation in these experiences. What happens, though, when these beliefs and assumptions are challenged in such a way that identity is in crisis? Drawing from the literature of personal identity theory, I situate identity as a narrative construct to examine the role of counter narratives in the [re]negotiation of identity.

Biographie de l'auteur-e

Ellyn Lyle

Ellyn Lyle is an avid gardener and voracious reader of life and learning opportunities. With deep connections to the land and animals, she embraces metaphor to untangle lived experience as a way to inform teaching and learning as autobiographical experience. She began her career in secondary English classrooms and had the pleasure of teaching youth cast in film for several years before moving toward adult education and organizational contexts where she championed critical education practices and leadership for social change. She currently teaches in university. Ellyn’s research interests include: the role of reflexive inquiry in practitioner development; narrative; education for social justice; pedagogies of place; adult education; and organizational learning.

Téléchargements

Publié-e

2016-12-30

Comment citer

Lyle, E. (2016). The Role of Counter Narratives in the Renegotiation of Identity. La Revue De l’association Canadienne Pour l’étude De Curriculum , 14(2), 33–42. https://doi.org/10.25071/1916-4467.40267

Numéro

Vol. 14 No. 2 (2016)

Rubrique

Articles

Licence

Creative Commons License
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