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Assume the position: reconfiguring the spatial in the pre-service education classroom

Senior, Kim and Dixon, Mary 2005, Assume the position: reconfiguring the spatial in the pre-service education classroom, in AARE 2005 : Creative dissent constructive solutions : International Education Research Conference, Australian Association for Research in Education, Melbourne, Vic., pp. 1-11.

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Title Assume the position: reconfiguring the spatial in the pre-service education classroom
Author(s) Senior, Kim
Dixon, Mary
Conference name International Education Research Conference (2005 : Parramatta, NSW)
Conference location Parramatta, NSW
Conference dates 27 November - 1 December 2005
Title of proceedings AARE 2005 : Creative dissent constructive solutions : International Education Research Conference
Editor(s) Jeffery, Peter L.
Publication date 2005
Conference series International Education Research Conference
Start page 1
End page 11
Publisher Australian Association for Research in Education
Place of publication Melbourne, Vic.
Keyword(s) pre-service teacher education
Summary Current understandings of the practice of education locate pedagogy in the public domain through the articulation of the personal domain (Pinar, 2004). Critical literacy has provided teachers and teacher educators with a means of transforming subjectivity and relocating the personal through writing (Kamler, 2001). The emphasis in a critical literacy approach on the spoken and written word sits comfortably in the academic discourse of tertiary education, although it's engagement with the personal meets with some resistance. However, to engage the personal through arts based approaches meets far greater resistance. When used as the medium for core educational studies it provokes passionate responses of both dissent and accord. The authors argue the possibilities for an arts based pedagogy in pre-service education which provides a space for learning outside the accepted academic discourse and which supports the possibilities of imaging and knowing the positioned teacher. This research (dis)locates (Laclau, 1990; Edwards and Usher, 1997) the spatial configuration of the tertiary education classroom: reconfiguring the physical, positional, and epistemological.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E1.1 Full written paper - refereed
ERA Research output type E Conference publication
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020088

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Created: Tue, 29 Sep 2009, 15:37:58 EST by Mary Dixon

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.