Inquiry and Reflection

Diane DuBose Brunner is Assistant Professor in the Department of Education at Michigan State University.

• Foreword by Maxine GreenePreface Acknowledgments Chapter 1 Introduction: Narrative Frames Collecting and Coding Stories of SchoolingEntering a Wider DebateDislocating the Boundaries of Theoretical DiscourseChapter 2 Reflection and Teaching Rupturing the CodesLanguagePracticeResearchStories of Schooling and the Developing TeacherReflective Practice as Contradictory PracticeChapter 3 Education as a Liberal Art Teaching through Literature and the ArtsRelational ContextsApproximating RealityTensions between Form and ContentEducational Texts and Meaning MakingRepresentative, Productive, and Generative TextsEvoking MeaningChapter 4 Teaching and Teachers in Stories of Schooling Images of Controlling Teachers"Women's Work"Racist and Classist PortraitsChapter 5 Turning the Gaze: Student Voice and Position in Schooling Narratives The Politics of Student VoicePosition: Who's Looking at Whom?Chapter 6 More Stories The Students of TE326: Teaching Remembered and under ConstructionLooking BackProjecting into the FutureReconceptualizingAbout Students' StoriesChapter 7 Toward Reflexive/Reflective Practice Thinking and ActingBeliefs That Limit and EnhanceNotes Annotated Bibliography of Schooling Narratives Index

"This is a book that gleams with insights; it may be a book that opens readers to themselves. As it extends the spaces for imagining and acting, it may lay the ground for a new mode of community in which increasing numbers of voices can be heard and understood, in which the possible comes closer to being the achieved." —from the Foreword by Maxine Greene"This is an incredibly 'practical' book for teacher educators who wish to teach 'theory' to prospective teachers and who have found that difficult. At a time when students are insisting more and more on hearing and understanding the 'practical application' value of theory, this book stands up and shouts, 'O.K., here it is!' And Brunner's book does this without sacrificing 'theory' to 'practice' or vice versa." — Susan Huddleston Edgerton, University of Illinois at Chicago"This book addresses an important and wide-spread concern of those who work in teacher education—the limitations of students' actual teaching experiences—and proposes the use of literature and the arts to deepen students' understandings of what it means to teach. This is an idea that is frequently talked about but there is very little written about the issue in relation to actual practice." — Don Dippo, York University"Brunner provides a synthesis of ideas from various sources: literature, media, critical and feminist theory, students' texts, and autobiographical narrative. This interweaving reflects a bold and unique approach to pedagogical issues. Perhaps most impressively, it deals with the dilemmas and uncertainties of teaching and learning in a personal fashion, and relates these to larger social, cultural, and political questions." — Ken Kantor, National-Louis University