Shifting boundaries on the professional knowledge landscape: When teacher communications become less safe

Curriculum Inquiry

Volumn 34, Issue 4, 2004, Pages 395-424

  Craig, Cheryl J ^a  

^a UNIVERSITY OF HOUSTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33749650332     PISSN: 03626784     EISSN: 1467873X     Source Type: Journal    
DOI: 10.1111/j.1467-873X.2004.00304.x     Document Type: Article

References (28)

1. Berger, P. L., and T. Luckmann. 1966. The social construction of reality. A treatise in the sociology of knowledge. Toronto: Doubleday Anchor Books.
2. Bruner, J. 1987. Life as narrative. Social Research 54 (1): 11-32.
3. Carter, K. 1993. The place of story in the study of teaching and teacher education. Educational Researcher 22: 5-12.
4. Clandinin, D. J. 1992. Narrative and story in teacher education. In Teachers and teaching. From classrooms to reflection, T. Russell and H. Munby, eds., pp. 124-137 Philadelphia: Falmer Press.
5. Clandinin, D. J., and F. M. Connelly. 1994. Personal experience methods. In Handbook of qualitative research, N. K. Denzin and Y. S. Lincoln, eds., pp. 413-427 Thousand Oaks, CA: Sage.
6. -. 1995. Teachers' professional knowledge landscapes. New York: Teachers College Press.
7. -. 1996. Teachers' professional knowledge landscapes: Teacher stories-Stories of teachers-School stories-Stories of school. Educational Researcher 19(5): 2-14.
8. -. 2000. Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
9. Connelly, F. M., and D. J. Clandinin. 1990. Stories of experience and narrative inquiry. Educational Researcher 19 (5): 2-14.
10. Craig, C. J. 1985. Promoting tolerance, understanding, and respect for diversity: A monograph for educators, pp. 1-49. Alberta Education Policy Document. Edmonton: Government of Alberta.
11. -. 1995a. Knowledge communities: A way of making sense of how beginning teachers come to know. Curriculum Inquiry 25 (2): 151-75.
12. -. 1995b. Safe places in the professional knowledge landscape. In Teachers' professional knowledge landscapes, D. J. Clandinin and F. M. Connelly, eds., pp. 137-141 New York: Teachers College Press.
13. -. 2000. Stories of school/teacher stories: Two variations on the walls theme. Curriculum Inquiry 30 (1): 11-42.
14. -. 2001. Reform in the intermediary zone: Change agent among change agents. In Guiding school change: The role and work of change agents, F. O'Connell and H. Freidus, eds., pp. 120-135. New York: Teachers College Press.
15. Crites, S. 1979. The aesthetics of self-deception. Soundings 62: 107-129
16. Dewey, J. 1938. Education and experience. New York: Collier Books.
17. Elbow, P. 1986. Embracing contraries. Explorations in learning and teaching. Toronto: Oxford University Press.
18. Hardy Academy. 1999. School portfolio. Unpublished document. Hardy Academy.
19. Huber, J., and K. Whelan. 2001. Beyond the still pond: Community as growing edges. Reflective Practice 2 (2): 221-236
20. Jalongo, M. R., and J. P. Isenberg. 1995. Teachers' stories: From personal narrative to professional insight. San Francisco: Jossey-Bass.
21. Ladson-Billings, G. 1992. Culturally relevant teaching: The key to making multicultural education work. In Research and multicultural education: From the margins to the mainstream, C. A. Grant, ed., pp. 106-121. London: Falmer Press.
22. Lane, B. (1988). Landscapes of the sacred: Geography and narrative in American spirituality. New York: Paulist Press.
23. MacIntyre, A. 1981. After virtue. Notre Dame, IN: University of Notre Dame Press.
24. Mishler, E. 1986. Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
25. Olson, M. 1993. Conceptualizing narrative authority in (teacher) education. Unpublished dissertation, University of Alberta, Edmonton.
26. -. 1995. Conceptualizing narrative authority: Implications for teacher education. Teaching and Teacher Education 11 (2): 119-135
27. Olson, M., and C. J. Craig. 2001. Opportunities and challenges in the development of teachers' knowledge: The development of narrative authority through knowledge communities. Teaching and Teacher Education 17 (7): 667-684
28. - In press. Uncovering cover stories: Claiming not to know what we know and why we do it. Curriculum Inquiry.