Overview

Narrative Inquiries Into Being and Becoming Educators: Historical and Contemporary Perspectives provides stories and narratives of the struggle and strengths of the teachers within the educational landscape. Keeping the temporal perspective wide, the chapters are situated across history, from 1700 to the present and through a variety of perspectives or lenses. This approach aligns with the three dimensions of narrative inquiry: the personal and social (interaction); the past, present, and future (continuity); and place or situation. Each chapter takes a unique positioning across time and situation, illuminating the personal and social interactions while using narratives as data to inquire into “becoming” a teacher. Most importantly, this book unpacks diverse experiences of teachers from the past and present, and it is critically important to understanding the emergence of teachers’ identities or “stories to live by” expressed in narrative terms. Each of the featured authors evidenced this through serial interpretation, and broadening and burrowing to construct meaning. Teacher education is inextricably linked to teachers’ lives, and narrative inquiry studies lives in motion. Therefore, each of these chapters employs narrative inquiry as the research method or a way of thinking to explore how educators’ unique teaching experience and perspective impacted the educational landscape. The book looks at the art and science of “becoming” a teacher, not just from the temporal perspective of pre-service education, but from a holistic view of becoming throughout the storied life of a teacher. The contributors to this book understand that narrative inquiry is a rich and complex method that allows them to explore the meanings that participants derived from their experiences, and to catch the voices that may have otherwise remained silent. This book acts as a compass for navigating the seas of narrative inquiry approaches and makes important knowledge contributions to the local, national, and international research base on teaching and teacher education.

Full Product Details

Author:   Cheryl J. Craig (Texas A&M University, USA) ,  Michele Norton Silk (Texas A&M University, USA) ,  Salma Ali (Texas A&M University, USA)
Publisher:   Emerald Publishing Limited
Imprint:   Emerald Publishing Limited
Dimensions:   Width: 15.60cm , Height: 1.50cm , Length: 23.40cm
ISBN:  

9781805926245

ISBN 10:   1805926241
Pages:   280
Publication Date:   16 February 2026
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1. The Liminal Space of Self-Study in Narrative Inquiry; Chelsea Cole Chapter 2. The Accidental Mentor; Erin A. Singer Chapter 3. The Unfolding Transdisciplinary Intersection between Narrative, Experience, and Design-Based Education; Michele Norton Silk and Jonathan Silk Chapter 4. Tiger Teachers: A Parallel Reflection on the Impact of Khan Academy on 21st Century Education; Salma Ali and Chestin Auzenne-Curl Chapter 5. The Chicago Connection; Dewey, Addams, Schwab,and Jackson, Cheryl J. Craig, Michaelann Kelley and Gayle Curtis Chapter 6. Is Maria Montessori’s Philosophy Still Relevant for the 21st Century?; Nazneen Hyder Askari Chapter 7. Stories of Living and Stories of Leaving: A Latinx Autobiographical Narrative Inquiry; Miguel Burgess Monroy Chapter 8. History of Project-Based Learning: Benefits and Obstacles with Pre-Service Teachers; Karen McIntush and Erin A. Singer Chapter 9. One from Eleven Equals Ten, or Does It? A Mathematics Teacher’s Reading Journey; Kimberly Ann Currens Chapter 10. Becoming Unbecoming: Toward a Gay Voice and a Queer Educator Praxis Through a Gay Educator’s K-12 Reflections; Peter Scaramuzzo Chapter 11. The Cotyledon State of Teacher Identity: A narrative of Three Pre-Service Teachers of Color; Matthew J. Etchells Chapter 12. The Narratives of Teacher Educators’ Personal Practical Knowledge of Technology Integration; Salma Ali Chapter 13. ‘Play your Part’: Driving Through Time Acknowledging the Importance of Black Music Educators; Kevin L. Jones Chapter 14. A Historical Review of Social Studies Education: The Push for Nationalism to the Era of Standardization and Accountability; Karen E. Graham McIntush

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Author Information

Cheryl J. Craig is a professor and Endowed Chair of Urban Education at Texas A&M University, USA. Michele Norton Silk received her PhD in Curriculum and Instruction from Texas A&M University, USA. She currently consults on team learning, design thinking, and thriving. Salma Ali has been in education for over 10 years and received her PhD in Curriculum and Instruction from Texas A&M University, USA.

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