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Countering Discourses of Derision : Moving towards Action in Teacher Education in the USA and Sweden

Blennow, Katarina LU ; Malmström, Martin and Petroelje Stolle, Elizabeth (2023) In Education Sciences 13(7). p.1-15
Abstract
This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality,... (More)
This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists. (Less)
Please use this url to cite or link to this publication:
author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
teacher educator, liminality, activism, teacher education, emotions, self-study
in
Education Sciences
volume
13
issue
7
article number
635
pages
15 pages
publisher
MDPI AG
external identifiers
  • scopus:85175106973
ISSN
2227-7102
DOI
10.3390/educsci13070635
language
English
LU publication?
yes
id
5b58e87c-917b-4b57-b1eb-cc8ff4b78a8f
date added to LUP
2023-06-24 11:26:00
date last changed
2023-11-18 04:10:46
@article{5b58e87c-917b-4b57-b1eb-cc8ff4b78a8f,
  abstract     = {{This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists.}},
  author       = {{Blennow, Katarina and Malmström, Martin and Petroelje Stolle, Elizabeth}},
  issn         = {{2227-7102}},
  keywords     = {{teacher educator; liminality; activism; teacher education; emotions; self-study}},
  language     = {{eng}},
  month        = {{06}},
  number       = {{7}},
  pages        = {{1--15}},
  publisher    = {{MDPI AG}},
  series       = {{Education Sciences}},
  title        = {{Countering Discourses of Derision : Moving towards Action in Teacher Education in the USA and Sweden}},
  url          = {{http://dx.doi.org/10.3390/educsci13070635}},
  doi          = {{10.3390/educsci13070635}},
  volume       = {{13}},
  year         = {{2023}},
}