Article published In:
Narrative Inquiry
Vol. 32:2 (2022) ► pp.362392
References (105)
References
Assad, T. (1993). Genealogies of religion: Discipline and reasons of power in Christianity and Islam. Baltimore, MD: John Hopkins University Press.Google Scholar
Bamberg, M. (2004). Talk, small stories, and adolescent identities. Human Development 471, 331–353. DOI logoGoogle Scholar
(2006). Stories: Big or small – Why do we care?. Narrative Inquiry, 161, 165–174. DOI logoGoogle Scholar
Bamberg, M., & Georgakopoulou, A. (2008). Small stories as a new perspective in narrative and identity analysis. Text and Talk, 28(3), 377–396. DOI logoGoogle Scholar
Barkhuizen, G. (2009). An extended positioning analysis of a pre-service teacher’s better life small story. Applied Linguistics, 31(2), 282–300. DOI logoGoogle Scholar
Becker, H. S. (1978). Arts and crafts. American Journal of Sociology, 862–889. DOI logoGoogle Scholar
Bell, C. (1997). Ritual: Perspectives and dimensions. New York, NY: Oxford University Press.Google Scholar
Bohlin, K. E. (2000). Schooling of desire. Journal of Education, 182(2), 69–79. DOI logoGoogle Scholar
Brooks, P. (2002). Narrative desire. In B. Richardson (ed.) Narrative Dynamics: Essays on Time, Plot, Closure, and Frames (pp. 130–137). Columbus, OH: The Ohio State University Press.Google Scholar
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. DOI logoGoogle Scholar
(1991). The narrative construction of reality. Critical Inquiry, 1–21. DOI logoGoogle Scholar
Carù, A., & Cova, B. (2008). Small versus big stories in framing consumption experiences. Qualitative Market Research: An International Journal, 11(2), 166–176. DOI logoGoogle Scholar
Cavanaugh, W. T. (2008). Being consumed: Economics and Christian desire. Grand Rapids, MI: Eerdmans Publishing.Google Scholar
Charmaz, K. (1995). Grounded theory: Rethinking methods in psychology. In J. A. Smith, R. Harré, and L. van Langenhove (Eds.) Rethinking Methods in Psychology. Thousand Oaks, CA: Sage Publications. DOI logoGoogle Scholar
(2007). Grounded theory in the 21st century: Applications for advancing social justice studies. In N. K. Denzin and Y. S. Lincoln (Eds.). Strategies of qualitative inquiry (Vol. 21). Thousand Oaks: Sage Publications.Google Scholar
Choi, E., Gaines, R. E., Jeong-bin, H. P., Williams, K. M., Schallert, D. L., Yu, L. T., & Lee, J. (2016). Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator. Teaching and Teacher Education, 581, 1–16. DOI logoGoogle Scholar
Clandinin, D. J. (2004). Narrative and story in teacher education. In T. Russell and H. Munby (Eds.) Teachers and Teaching: From Classroom to Reflection (pp. 128–141). New York, NY: Routledge.Google Scholar
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), 24–30.Google Scholar
Clandinin, D. J., Schaefer, L., Long, J. S., Steeves, P., McKenzie-Robblee, S., Pinnegar, E., Wnuk, S., & Downey, C. A. (2013). Teacher education: A question of sustaining teachers. In Preparing Teachers for the 21st Century (pp. 251–262). Berlin: Springer-Verlag. DOI logoGoogle Scholar
Clayton, J. (1989). Narrative and theories of desire. Critical Inquiry, 16(1), 33–53. DOI logoGoogle Scholar
Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers insights about teacher retention. Journal of teacher Education, 55(5), 387–392. DOI logoGoogle Scholar
Cohen, J. (2010). Getting recognized: teachers negotiating professional identities as learners through talk. Teaching and Teacher Education, 26(3), 473–481. DOI logoGoogle Scholar
Cole, M. (1993). Remembering the future. In G. Harman (ed.) Conceptions of the human mind: Essays in honor of George A. Miller (pp. 247–265). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.Google Scholar
(1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.Google Scholar
Cossentino, J. (2005). Ritualizing expertise: A non-Montessorian view of the Montessori method. American Journal of Education, 111(2), 211–244. DOI logoGoogle Scholar
Craig, C. J. (1999). Parallel stories: A way of contextualizing teacher knowledge. Teaching and Teacher Education, 15(4), 397–411. DOI logoGoogle Scholar
Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. Preparing teachers for a changing world: What teachers should learn and be able to do, 390–441.Google Scholar
Davies, B. & Harré, R. (1990). Positioning: conversation and the production of selves. Journal for the Theory of Social Behaviour 20(1), 43–63. DOI logoGoogle Scholar
Dayter, D. (2015). Small stories and extended narratives on Twitter. Discourse, Context & Media, 101, 19–26. DOI logoGoogle Scholar
De Fina, A. (2008). Who tells which story and why? Micro and macro contexts in narrative. Text & Talk, 28(3), 421–442. DOI logoGoogle Scholar
(2013). Positioning level 3: Connecting local identity displays to macro social processes. Narrative Inquiry, 23(1), 40–61. DOI logoGoogle Scholar
De Fina, A., & Georgakopoulou, A. (2008). Analysing narratives as practices. Qualitative Research, 8(3), 379–387. DOI logoGoogle Scholar
Dewey, J. (1938). “The meaning of purpose.” In Experience and education (pp. 67–72). New York, NY: Touchstone.Google Scholar
Doecke, B., Brown, J., & Loughran, J. (2000). Teacher talk: The role of story and anecdote in constructing professional knowledge for teachers. Teaching and Teacher Education, 161, 335–348. DOI logoGoogle Scholar
Downing, C. (2009). The eros of teaching. In Slattery, D. P., and Selig, J. L. (Eds.) Reimagining education: Essays on reviving the soul of learning (pp. 149–154). New Orleans, LA: Spring Journal.Google Scholar
Dweck, C. (2016). What having a “growth mindset” actually means. Harvard Business Review, 131, 213–226.Google Scholar
Edmundson, M. (2015). Self and soul: A defense of ideals. Cambridge, MA: Harvard University Press. DOI logoGoogle Scholar
Eisenhardt, K. M. (1989). Building theories from case study research. Academy of management review, 14(4), 532–550. DOI logoGoogle Scholar
Garrison, J. (1997). Dewey and eros: Wisdom and desire in the art of teaching. New York, NY: Teachers College Press.Google Scholar
Gee, J. P., & Green, J. L. (1998). Chapter 4: Discourse analysis, learning, and social practice: A methodological study. Review of Research in Education, 23(1), 119–169. DOI logoGoogle Scholar
Georgakopoulou, A. (2006a). Thinking big with small stories in narrative and identity analysis. Narrative Inquiry, 161, 122–130. DOI logoGoogle Scholar
(2006b). The other side of the story: Towards a narrative analysis of narratives-in-interaction. Discourse Studies, 8(2), 235–257. DOI logoGoogle Scholar
Giroux, H. A., & Penna, A. N. (1979). Social education in the classroom: The dynamics of the hidden curriculum. Theory & Research in Social Education, 7(1), 21–42. DOI logoGoogle Scholar
Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction (p. 61). White Plains, NY: Longman.Google Scholar
Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 1081, 1–29. DOI logoGoogle Scholar
Hammerness, K. (2006). Seeing through teachers’ eyes: Professional ideals and classroom practices. New York: NY: Teachers College Press.Google Scholar
Hand, V., & Gresalfi, M. (2015). The joint accomplishment of identity. Educational Psychologist, 50(3), 190–203. DOI logoGoogle Scholar
Hansen, D. T. (2001). Exploring the moral heart of teaching: Toward a teacher’s creed. New York, NY: Teachers College Press.Google Scholar
Hardy, B. N. (1975). Tellers and listeners: The narrative imagination. London, UK: Bloomsbury Academic.Google Scholar
Harré, R., Moghaddam, F. M., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31. DOI logoGoogle Scholar
Heritage, J., & Clayman, S. (2010). Talk in action: Interactions, identities, and institutions. Malden, MA: Wiley-Blackwell. DOI logoGoogle Scholar
Holland, D. (1992). How cultural systems become desire: A case study of American romance. In R. D’Andrade & C. Strauss (Eds.), Human motives and cultural models (pp. 61–89). Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Hollis, J. (2010). Permutations of desire. Parabola 35 (3), p. 6–11.Google Scholar
Ives, D., & Juzwik, M. M. (2015). Small stories as performative resources: An emerging framework for studying literacy teacher identity. Linguistics and Education, 311, 74–85. DOI logoGoogle Scholar
Kelly, U. A. (1997). Schooling desire: Literacy, cultural politics, and pedagogy. New York, NY: Routledge.Google Scholar
Kirchgasler, C. (2018). True grit? Making a scientific object and pedagogical tool. American Educational Research Journal, 55(4), 693–720. DOI logoGoogle Scholar
Labaree, D. F. (2010). How Dewey lost: The victory of David Snedden and social efficiency in the reform of American education. In Tröhler, D., Schlag, T., & Osterwalder, F. (Eds.) Pragmatism and Modernities. Rotterdam: Sense Publishers. DOI logoGoogle Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Linde, C. (1993). Life stories: The creation of coherence. Oxford, UK: Oxford University Press.Google Scholar
Liston, D. P. (2000). Love and despair in teaching. Educational Theory, 50(1), 81–102. DOI logoGoogle Scholar
Logue, J. (2012). Erotic study and the difficulties of desire in education. Philosophy of Education Archive, 72–75.Google Scholar
McWilliam, E. (1996). Touchy subjects: A risky inquiry into pedagogical pleasure. British Educational Research Journal, 22(3), 305–317. DOI logoGoogle Scholar
(2004). What does it mean to feel like teaching?. In B. M. Baker and K. E. Heyning (Eds.) Dangerous Coagulations?: The Use of Foucault in the Study of Education (pp. 135–150). New York, NY: Peter Lang.Google Scholar
Miles, M. R. (1992). Desire and delight: A new reading of Augustine’s Confessions (p. 23). New York, NY: Crossroad Publishing.Google Scholar
Miller, V. J. (2004). Consuming religion: Christian faith and practice in a consumer culture. New York, NY: Continuum.Google Scholar
Mills, J., Bonner, A., & Francis, K. (2006). The development of constructivist grounded theory. International Journal of Qualitative Methods, 5(1), 25–35. DOI logoGoogle Scholar
Nardi, B. A. (2005). Objects of desire: Power and passion in collaborative activity. Mind, Culture, and Activity 121, 37–51. DOI logoGoogle Scholar
Noddings, N. (2002). Educating moral people: A caring alternative to character education. New York, NY: Teachers College Press.Google Scholar
Ochs, E., & Capps, L. (2001). Living narrative. Cambridge, MA: Harvard University Press.Google Scholar
Olson, M. R., & Craig, C. J. (2005). Uncovering cover stories: Tensions and entailments in the development of teacher knowledge. Curriculum Inquiry, 35(2), 161–182. DOI logoGoogle Scholar
Packer, M. J. (2001). The problem of transfer, and the sociocultural critique of schooling. Journal of the Learning Sciences, 10(4), 493–514. DOI logoGoogle Scholar
(2018). Studying ontological work. In M. J. Packer (Ed.) The science of qualitative research (2nd ed.) (pp. 319–350). Cambridge, UK: Cambridge University Press.Google Scholar
Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist, 35(4), 227–241. DOI logoGoogle Scholar
Page, R. (2010). Re-examining narrativity: Small stories in status updates. Text & Talk, 30(4), 423–444. DOI logoGoogle Scholar
Paley, V. G. (1990). The boy who would be a helicopter: The uses of storytelling in the classroom. Cambridge, MA: Harvard University Press.Google Scholar
Palmer, P. J. (1997). The heart of a teacher identity and integrity in teaching. Change: The Magazine of Higher Learning, 29(6), 14–21. DOI logoGoogle Scholar
Penuel, W. R., & O’Connor, K. (2010). Learning research as a human science: Old wine in new bottles. National Society for the Study of Education, 109(1), 268–283. DOI logoGoogle Scholar
Pignatelli, F. (1998). Education and subject of desire. Review of Education, Pedagogy, and Cultural Studies, 20(4), 337–352. DOI logoGoogle Scholar
Renga, I. P. (2015). “We want to bring them into what we love”: An investigation of desire in two alternative teacher preparation programs (Publication No. 3743632). [Doctoral dissertation, University of Colorado, Boulder]. ProQuest Dissertations Publishing.Google Scholar
(2017). Unpacking a liturgical framing of desire for the purposes of educational research. Educational Studies, 53(3), 263–284. DOI logoGoogle Scholar
Rogoff, B. (1997). Evaluating development in the process of participation: Theory, methods, and practice building on each other. Change and development: Issues of theory, method, and application, 265–285.Google Scholar
Ronfeldt, M., & Grossman, P. (2008). Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Education Quarterly, 351, 41–60.Google Scholar
Schroeder, T. (2015). “Desire.” The Stanford Encyclopedia of Philosophy (Summer 2015 Edition). Edward N. Zalta (ed.). Accessed online at [URL]
Schultz, K., & Ravitch, S. M. (2013). Narratives of learning to teach: Taking on professional identities. Journal of Teacher Education, 64(1), 35–46. DOI logoGoogle Scholar
Simon, R. (1992). Teaching against the grain: Texts for a pedagogy of possibility. New York, NY: Bergin & Garvey.Google Scholar
Smith, J. K. A. (2009). Desiring the kingdom: Worship, worldview, and cultural formation. Grand Rapids, MI: Baker Academic.Google Scholar
(2010). The (re)turn to the person in contemporary theory. Christian Scholars Review 401, 77–92.Google Scholar
(2013). Imagining the Kingdom: How worship works. Grand Rapids, MI: Baker Academic.Google Scholar
Sternberg, R. J. (1995). Love as a story. Journal of social and personal relationships, 12(4), 541–546. DOI logoGoogle Scholar
Stillwaggon, J. (2008). Performing for the students: Teaching identity and the pedagogical relationship. Journal of Philosophy of Education, 42(1), 67–83. DOI logoGoogle Scholar
Taylor, S. (2006). Narrative as construction and discursive resource. Narrative Inquiry, 161, 113–122. DOI logoGoogle Scholar
Taylor, L. A., Vlach, S. K., & Wetzel, M. M. (2018). Observing, resisting, and problem-posing language and power: Possibilities for small stories in inservice teacher education. Linguistics and Education, 461, 23–32. DOI logoGoogle Scholar
Van Huizen, P., Van Oers, B., & Wubbels, T. (2005). A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 371, 267–290. DOI logoGoogle Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.Google Scholar
Witherell, C., & Noddings, N. (1991). Prologue: An invitation to our readers. In Witherell, C., & Noddings, N. (Eds.) Stories lives tell: Narrative and dialogue in education. New York, NY: Teachers College Press.Google Scholar
Wortham, S. (2001). Narratives in action: A strategy for research and analysis. New York, NY: Teachers College Press.Google Scholar
(2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge, UK: Cambridge University Press.Google Scholar
Zeichner, K. M. (2017). The struggle for the soul of teacher education. New York, NY: Routledge. DOI logoGoogle Scholar
Zeichner, K. M., & Liston, D. P. (1990). Traditions of reform in US teacher education. Journal of teacher Education, 41(2), 3–20. DOI logoGoogle Scholar
Zembylas, M. (2007). Risks and pleasures: A Deleuzo-Guattarian pedagogy of desire in education. British Education Research Journal, 33(3), 331–337. DOI logoGoogle Scholar
(2010). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: theory and practice 9(3), 213–238. DOI logoGoogle Scholar
Cited by (1)

Cited by one other publication

Jez, Rebekka J., Christopher Dennis, Michelle Coleman, Corné Conradie, Abongile Matyaleni, Diana Ramirez, Chanté Rezandt, Kayla Wilkins & Cassie Herndon
2023. Changemakers share their why, collaborate as critical friends, and highlight leadership skills. African Journal of Teacher Education and Development 2:1 DOI logo

This list is based on CrossRef data as of 5 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.