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Editors' Introduction: The Teaching Self

Editors' Introduction: The Teaching Self Editors’ Introduction: The Teaching Self Jennifer L. Holberg and Marcy Taylor Think of the narratives of teaching with which you are most familiar — mem- oirs like Jay Parini’s The Art of Teaching, reviewed in this issue, or Jane Tompkins’s A Life in School: What the Teacher Learned, and especially mov- ies, like Mona Lisa Smile or Dead Poets Society. Who is the teacher in these narratives? In what ways is he or she us? Others have critiqued narratives such as these (see especially Brunner 1994 and Bauer 1998), and it is not our intention to rehearse those arguments here. We would, however, invite you to examine the metaphors for teaching — and especially for teacher identity — that narratives such as these promote, particularly in light of the provocations to reflect on our identities as teachers offered in this issue. In Professing and Pedagogy: Learning the Teaching of English (reviewed in this issue), Shari Stenberg (2005: 71) focuses on one metaphor for the teacher that permeates the genre: teacher as hero. Stenberg claims that the pedagogy argued for and the pedagogy of the argument of the teacher narratives we typically celebrate in both scholarly and popular cultural realms http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Editors' Introduction: The Teaching Self

Holberg, Jennifer L.; Taylor, Marcy
Pedagogy , Volume 6 (1) – Jan 1, 2006
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Copyright
© 2006 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-6-1-1
Publisher site
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Abstract

Editors’ Introduction: The Teaching Self Jennifer L. Holberg and Marcy Taylor Think of the narratives of teaching with which you are most familiar — mem- oirs like Jay Parini’s The Art of Teaching, reviewed in this issue, or Jane Tompkins’s A Life in School: What the Teacher Learned, and especially mov- ies, like Mona Lisa Smile or Dead Poets Society. Who is the teacher in these narratives? In what ways is he or she us? Others have critiqued narratives such as these (see especially Brunner 1994 and Bauer 1998), and it is not our intention to rehearse those arguments here. We would, however, invite you to examine the metaphors for teaching — and especially for teacher identity — that narratives such as these promote, particularly in light of the provocations to reflect on our identities as teachers offered in this issue. In Professing and Pedagogy: Learning the Teaching of English (reviewed in this issue), Shari Stenberg (2005: 71) focuses on one metaphor for the teacher that permeates the genre: teacher as hero. Stenberg claims that the pedagogy argued for and the pedagogy of the argument of the teacher narratives we typically celebrate in both scholarly and popular cultural realms

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2006

References