This book addresses the boundaries between teacher education
scholarship and preparation for practice in a multicultural
society. Teachers' voices as scholarly practitioners, capable of
critiquing their profession, are brought to the forefront as key
actors in the process of democratizing education. The author
proposes connecting two research paradigms, critical ethnography
and narrative inquiry, as tools for translating critical pedagogy
into teacher education and K-12 practice.Chapter 1 examines the
state of critical education and critical ethnography as a backdrop
for understanding the void and need of critical ethnographies as
leadership praxis in the field of education. It introduces the main
thesis that narrative inquiry needs to be theoretically and
practically built in the struggle for more democratic social
relations both in schools as well as in teacher education. Chapter
2 presents a comprehensive literature review of critical theory in
education and chapter 3 presents a history of critical ethnography
and narrative inquiry in educational research. Chapter 4 serves as
a transitional or border-crossing chapter between theory and
practice. The remaining chapters focus on critical narrative
ethnographic studies as examples of a kind of participatory action
research. The final chapter continues to develop the concept of
preservice teacher research development as integral to the process
of becoming social agents of change.
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