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In the tradition of educational narrative inquiry, this book
explores diverse ways of thinking, writing and theorizing from
auto/biographic experience, in language that is rooted in practice
yet challenges the authoritative discourses of educational policy,
theory and research. The book moves from first to third person
accounts and from personal and family stories to narratives of
teachers and teacher educators in the contested, multicultural
environment of Israel. It highlights the multi-voiced, embodied
lives of Israeli teachers from many cultures and identities and
engages with literature around memory and embodiment, imagination,
place and presence in teaching. The book will interest researchers
in curriculum studies, teaching and teacher education, as well as
scholars interested in issues of memory in historical and
contemporary contexts.
Elbaz-Luwisch (education, U. of Haifa) discusses the nature of
teaching and teacher knowledge, teacher development and school
reform, and narrative as a methodology for understanding the lives
and work of teachers. She synthesizes ideas elaborated over the
past 20 years by researchers who see storytelling as the
interactive process that constitutes
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