Dissertation/Thesis Abstract

Enacted Identities: A Narrative Inquiry into Teacher Writerly Becoming
by Goldsmith, Christy, Ph.D., University of Missouri - Columbia, 2018, 290; 13877145
Abstract (Summary)

This narrative inquiry explored the ways in which four mid-career English teachers construct themselves as W/writers and how those writerly identities are performed in their pedagogy. I curated data collected from extended interviews, journals, personal and professional writings to build narratives of these teachers-as-writers. Through these narratives and metaphorical thinking (Lakoff & Johnson, 1980), I analyzed the wholeness of each participant’s experience with writing.

Then, in stage two of the study, I used data collected from teaching observations to build a continuum of process —> product, employing Goffman’s (1974) frame analysis to place the teachers within that continuum. This continuum represented the stable thread that continued through the teachers’ personal and professional identities and led to three insights: (1) Those teachers who identified as Writers were more comfortable teaching writing processes (2) The desire to be seen as a “kind of W/writer or teacher” brings risk writing instruction and (3) Agency provides Writers a way to mitigate the risk of teaching writing.

Indexing (document details)
Advisor: Lannin, Amy A.
Commitee: Fox, Roy F., Gilles, Carol, Gurton-Wachter, Lily, Lannin, Amy A., Townsend, Martha
School: University of Missouri - Columbia
School Location: United States -- Missouri
Source: DAI-A 80/08(E), Dissertation Abstracts International
Subjects: Language arts, Teacher education, Secondary education
Keywords: ELA, Narrative inquiry, Secondary english education, Teacher identity, Writing pedagogy, Writing teacher
Publication Number: 13877145
ISBN: 978-1-392-05564-9
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