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- W383889314 abstract "Many developments in English education-such as process-oriented pedagogy, National Writing Project, and inquiry-have grown from simple idea that teachers can be writers. As scholars who focus on teachers and writing, we want to assert a particular view of the as writer. Through our work, we have developed a stance toward teacher-writers, understanding that teachers produce a variety of texts and that production of such texts embodies a way of being. Studies of teaching tend to erase act of writing (for example, reflective writing becomes merelyreflection), often without consideration of complex writ- ing activities and rhetorical situations. Our stance views writing as transformative, reaffirms teaching as professional practice, and positions teacher-writers as agents who can resist troubling current educational reform efforts.THEN: A Brief History of Teacher-WriterWe see at least three phases in development of teacher-writer: writing process phase (1970s and 1980s), research phase (1990s and 2000s), and, currently, teachers as advocates and intellectuals. Each phase foregrounds trends in writing purposes and practices proposed for teachers. These phases are additive: rather than one idea-set replacing another, each augments concept of teacher-writer.The 1970s and 1980s promoted teachers as writers in relation to process-ori- ented pedagogy and rise of writing workshop. Teachers should write, it was argued, to better walk talk when asking students to write (e.g., Atwell, 1987; Calkins, 1986; Emig, 1971; Graves, 1983; Gray, 2000; Murray, 1968; Shaughnessy, 1977). This idea was not without controversy-as evidenced in a lively debate in English Journal (Christenbury, 1990; Jost, 1990a, 1990b; McAuliffe, Jellum, Dyke, Hopton, & Elliott, 1991). Still, it remains important today (e.g., Kittle, 2008).The 1990s and 2000s saw advent of teacher-researcher, writing about inquiry as a mode of professional development and generating useful knowledge (e.g., Chiseri-Strater & Sunstein, 2006; Cochran-Smith & Lytle, 1993; Goswami & Stillman, 1987; Maclean & Mohr, 1999). As Ray (1996) reminded us, teacher research is a distinct form of writing and representation that has value on its own terms (p. 295). Teachers, this argument goes, should write for field, generating knowledge and increasing teachers' representation within research literature (e.g., Dahl, 1992;DiPardo et ah, 2006; Fecho, 2003; Fleischer, 1994; Ray, 1993; Root & Steinberg, 1996; Smagorinsky, Augustine, & Gallas, 2006; Smiles & Short, 2006; Stock, 2001; Whitney, 2009a, 2010; Whitney et ah, 2012).Today, we see a third phase-advocacy-gaining momentum. From No Child Left Behind to Race to Top, context for teaching has been affected by priva- tization and standardization-forces that de-authorize teachers while emphasiz- ing market forces as engines of educational innovation (e.g., choice, vouchers, right-to-work). These reforms-which assume that measuring outcomes will uncover sources of educational problems and, consequently, motivate teach- ers to improve-position teachers in disenfranchising ways: as consumers of educational products, as workers in need of discipline, as representatives of a status quo (e.g., Apple, 2006; Ross & Gibson, 2007; Spring, 2012; Torres, 2008; Turner & Yolcu, 2013; Whitney & Shannon, in press). In this context, teachers write as a form of activism and resistance. Thus, whereas earlier teacher-writers wrote for other educators, now teachers also write for press, parents, and public, whose opportunities to understand teachers' perspectives may be few.NOW: Writing and Researching with Teacher-WritersHow do we, as researchers and teacher-writers ourselves, incorporate these concepts of teacher-writer into our work? In this section, we illustrate how we conduct research with and about teacher-writers in ways that embody our stance of agency, advocacy, and intellectualism, taking into account writing practices and purposes described above and conceiving teacher-writer as agent and public intellectual. …" @default.
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- W383889314 date "2014-11-01" @default.
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- W383889314 title "Teacher-Writers: Then, Now, and Next" @default.
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