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- W2890787291 abstract "School permeated my girlhood and adolescence, captivating my adorationand foreshadowing my future in teaching and teacher education. Like all children I knew, I spent a great deal of time in school and studied the usual coresubjects; yet, my school experiences and significant lessons extended beyondthe bounds of the school day and the formal curriculum. I was not only astudent in school but also a student of school. Searching for a desirable identity as a student and a way of being in relationship with my teachers and theother adults at school, one of my favorite “subjects” in school was the teachersthemselves. Most compelled by benevolent women with a fondness for booksand rule-following girls with inquisitive imaginations, I analyzed my favoriteteachers’ behaviors and dress. I emulated a ponytail using a barrette instead ofan elastic band and adopted a particular style of penmanship for signing myown name. My curiosity about school and teachers affected my time spentoutside of school too. In play, I enacted teaching personas with real and imaginary friends, interpreting versions of my own teachers, and I often relied onstrict dichotomies: compassionate or mean, creatively informative ortediously boring. Further, young adult novels and television shows oftenoffered me additional images of teachers. Among my favorites were MissEdmunds, the unconventional and gentle music teacher in Katherine Patterson’s Bridge to Terabithia, and Laura Ingalls Wilder both in the Little House onthe Prairie books and television series. They further fed my understanding ofwhat, who, and how students and teachers could be." @default.
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- W2890787291 date "2008-09-01" @default.
- W2890787291 modified "2023-09-23" @default.
- W2890787291 title "Schooling Harry Potter: Teachers and Learning, Power and Knowledge" @default.
- W2890787291 doi "https://doi.org/10.4324/9780203892817-13" @default.
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