Telling and retelling our stories on the professional knowledge landscape

Teachers and Teaching: Theory and Practice

Volumn 7, Issue 2, 2001, Pages 143-156

  Whelan, Karen Keats ^a   Huber, Janice ^a   Rose, Chuck ^a   Davies, Annie ^a   Clandinin, D Jean ^a  

^a UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1642282839     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540600120054946     Document Type: Review

References (11)

1. CLANDININ, D.J. & CONNELLY, F. M. (1995) Teachers' Professional Knowledge Landscapes (New York, Teachers College Press).
2. CLANDININ, D. J. & CONNELLY, F. M. (1996) Teachers' professional knowledge landscapes: teacher stories - stories of teachers - school stories - stories of schools, Educational Researcher, 25(3), pp. 24-30.
3. CLANDININ, D. J. & CONNELLY, F. M. (1998) Asking questions about telling stories, in: C. KRIDEL (Ed.) Writing Educational Biography: explorations in qualitative research (New York, Garland).
4. CONNELLY, F. M. & CLANDININ, D. J. (1988) Teachers as Curriculum Planners: narratives of experience (Toronto, Ont., The Ontario Institute for Studies in Education).
5. CONNELLY, F. M. & CLANDININ, D. J. (1999) Shaping a Professional Identity: stories of educational practice (New York, Teachers College Press).
6. GREENE, M. (1993) Diversity and inclusion: toward a curriculum for human beings, Teachers College Record, 95(2), pp. 211-221.
7. GREENE, M. (1995) Releasing the Imagination: essays on education, the arts, and social change (San Francisco, CA, Jossey-Bass).
8. HEILBRUN, C. G. (1988) Writing a Woman's Life (New York, Ballantine Books).
9. KEATING, A. (1996) Women Reading Women Writing: self invention in Paula Gunn Allen, Gloria Anzaldùa, and Audre Lorde (Philadelphia, PA, Temple University Press).
10. NELSON, H. L. (1995) Resistance and insubordination, Hypatia 10(2), pp. 23-40.
11. TRINH, T. (1989) Woman, Native, Other: writing postcoloniality and feminism (Bloomington, IN, Indiana University Press).