305
Views
3
CrossRef citations to date
0
Altmetric
Articles

The problem of endings in teacher education: interpreting narratives of fictional adolescence

Pages 745-762 | Received 08 Sep 2014, Accepted 30 Aug 2015, Published online: 26 Feb 2016

References

  • Acker, S., & Feuerverger, G. (2003). Hearing others and seeing ourselves: Empathy and emotions in a study of Canadian academics. JCT: Journal of Curriculum Theorizing, 19, 49–64.
  • Ahmed, S. (2004). The cultural politics of emotion. Edinburgh: Edinburgh University Press.
  • Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York, NY: Little, Brown and Company.
  • Barthes, R. (1985). The grain of the voice: Interviews 1962–1980. New York, NY: Hill and Wang.
  • Bennett, T. (1983). Texts, readers, reading formations. The Bulletin of the Midwest Modern Language Association, 16, 3–18.10.2307/1314830
  • Birkerts, S. (2007). Reading life: Books for the ages. Saint Paul, MN: Graywolf Press.
  • Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany, NY: SUNY Press.
  • Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach (revised ed.). Albany, NY: State University of New York Press.
  • Britzman, D. P. (2006). Novel education: Psychoanalytic studies of learning and not learning. New York, NY: Peter Lang.
  • Britzman, D. P. (2009). Preface. In M. O’Loughlin (Ed.), The subject of childhood (pp. ix–xii). New York, NY: Peter Lang.
  • Britzman, D. P., & Pitt, A. J. (1996). Pedagogy and transference: Casting the past of learning into the presence of teaching. Theory into Practice, 35, 117–123.10.1080/00405849609543711
  • Brooks, P. (1984). Reading for the plot: Design and intention in narrative. Cambridge, MA: Harvard University Press.
  • Brooks, P. (1987). The idea of a psychoanalytic literary criticism. Critical Inquiry, 13, 334–348.10.1086/448394
  • Brushwood Rose, C., & Granger, C. (2013). Unexpected self-expression and the limits of narrative inquiry: Exploring unconscious dynamics in a community-based digital storytelling workshop. International Journal of Qualitative Studies in Education, 26, 216–237.10.1080/09518398.2012.666286
  • Carroll, L. (2000). Alice's Adventures in Wonderland (Ed. R.Kelly). Orchard Park, NY: Broadview Press.
  • Chodorow, N. (1996). Reflections on the authority of the past in psychoanalytic thinking. The Psychoanalytic Quarterly, 65, 32–51.
  • Christensen, N. (2003). Childhood revisited: On the relationship between childhood studies and children’s literature. Children’s Literature Association Quarterly, 28, 230–239.10.1353/chq.0.1314
  • Cixous, H. (1993). Three steps on the ladder of writing. New York, NY: Columbia University Press.
  • Cohler, B. J., & Galatzer-Levy, R. M. (2006). Love in the classroom: Desire and transference in learning and teaching. In G. M. Boldt & P. M. Salvio (Eds.), Love’s return: Psychoanalytic essays on childhood, teaching and learning (pp. 243–265). New York, NY: Routledge.
  • Crang, M., & Cook, I. (2007). Doing ethnographies. Los Angeles, CA: Sage.
  • Devlin-Glass, F. (2001). More than a reader and less than a critic: Literary authority and women’s book-discussion groups. Women’s Studies International Forum, 24, 571–585.10.1016/S0277-5395(01)00192-3
  • Felman, S. (1985). Writing and madness. Ithaca, NY: Cornell University Press.
  • Felman, S. (2007). Writing and madness – From “Henry James: Madness and the risks of practice (turning the screw of interpretation)”. In E. Sun, E. Peretz, & U. Baer (Eds.), The claims of literature: A Shoshana Felman reader (pp. 15–50). New York, NY: Fordham University Press.
  • Flint, K. (2006). Women and Reading. Signs: Journal of Women in Culture and Society, 31, 511–536.10.1086/497277
  • Freud, S. (1900/1999). The interpretation of dreams. Oxford: Oxford University Press.
  • Freud, S. (1908/2003). The creative writer and daydreaming. In Adam Phillips (Ed.), The uncanny (pp. 23–34). London: Penguin Books.
  • Freud, S. (1919/2003). The uncanny. In Adam Phillips (Ed.), The uncanny (pp. 123–162). London: Penguin Books.
  • Freud, S. (1920/2003). Beyond the pleasure principle. In Adam Phillips (Ed.), Beyond the pleasure principle and other writings (pp. 43–102). London: Penguin Books.
  • Ginsburg, M. B. (1988). Contradictions in teacher education and society: A critical analysis. Philadelphia, PA: The Falmer Press.
  • Gooding, R. (2008). “Something very old and very slow”: Coraline, uncanniness, and narrative form. Children’s Literature Association Quarterly, 33, 390–407.10.1353/chq.0.1874
  • Granger, C. A. (2011). Silent moments in education: An autoethnography of learning, teaching, and learning to teach. Toronto, ON: University of Toronto Press.
  • Halse Anderson, L. (1999). Speak. New York, NY: Penguin Books.
  • Kaplan, L. J. (1984). Adolescence, the farewell to childhood. New York, NY: Touchstone.
  • Keroes, J. (1999). Tales out of school: Gender, longing, and the teacher in fiction and film. Carbondale, IL: Southern Illinois University Press.
  • Kingwell, M. (2009). Concrete reveries: Consciousness and the city. Toronto: Penguin.
  • Kooy, M. (2006). The telling stories of novice teachers: Constructing teacher knowledge in book clubs. Teaching and Teacher Education, 22, 661–674.10.1016/j.tate.2006.03.010
  • Latham, D. (2006). Melinda’s closet: Trauma and the queer subtext of Laurie Halse Anderson’s Speak. Children’s Literature Association Quarterly, 31, 369–382.10.1353/chq.2007.0006
  • Lefebvre, B. (2007). Adolescence through the looking-glass: Ideology and the represented child in Degrassi: The next generation. Canadian Children’s Literature, 33, 82–106.
  • Lewkowich, D. (2016). To enter the text as into a dream: Tracing the unconscious effects of reading experience. International Journal of Research and Method in Education, 39, 58–73.
  • McGee, C. (2009). Why won’t Melinda just talk about what happened? Speak and the confessional voice. Children’s Literature Association Quarterly, 34, 172–187.10.1353/chq.0.1909
  • Miller, J. (1990). Creating spaces and finding voices: Teachers collaborating for empowerment. New York, NY: Routledge.
  • Nodelman, P. (2008). The hidden adult: Defining children’s literature. Baltimore, MD: The Johns Hopkins University Press.
  • O’Loughlin, M. (2009). The subject of childhood. New York, NY: Peter Lang.
  • Owen, G. (2010). Queer theory wrestles the “real” child: Impossibility, identity, and language in Jacqueline Rose’s The Case of Peter Pan. Children’s Literature Association Quarterly, 35, 255–273.10.1353/chq.2010.0007
  • Peck, D. (2009). Sprout. New York, NY: Bloomsbury.
  • Phillips, A. (1998). The beast in the nursery: On curiosity and other appetites. New York, NY: Pantheon Books.
  • Phillips, A. (2012). Missing out: In praise of the unlived life. New York, NY: Farrar, Straus and Giroux.
  • Radford, L. (2007). The mirror theatre of reading: Explorations of the teacher’s apprentice and juvenile historical fiction ( Unpublished doctoral dissertation). University of Ottawa, Ottawa.
  • Rhodes, C. (2000). Ghostwriting research: Positioning the researcher in the interview text. Qualitative Inquiry, 6, 511–525.
  • Richards, C. (2008). Forever young: Essays on young adult fictions. New York, NY: Peter Lang.
  • Robertson, J. P. (1994). Cinema and the politics of desire in teacher education ( Unpublished doctoral dissertation). University of Toronto, Toronto.
  • Robertson, J. P. (1997). Fantasy’s confines: Popular culture and the education of the female primary-school teacher. In S. Todd (Ed.), Learning desire: Perspectives on pedagogy, culture, and the unsaid (pp. 75–95). New York, NY: Routledge.
  • Robertson, J. P. (2001). What happens to our wishes: Magical thinking in Harry Potter. Children’s Literature Association Quarterly, 26, 198–211.10.1353/chq.0.1632
  • Rose, J. (1992). The case of Peter Pan: Or, the impossibility of children’s fiction. Philadelphia: University of Pennsylvania Press.10.1007/978-1-349-23208-6
  • Stephens, J. (2007). Young adult: A book by any other name … : Defining the genre. The ALAN Review, 35, 34–42.
  • Sumara, D. J. (1996). Private readings in public: Schooling the literary imagination. New York, NY: Peter Lang.
  • Tannert-Smith, B. (2010). “Like falling up into a storybook”: Trauma and intertextual repetition in Laurie Halse Anderson’s Speak. Children’s Literature Association Quarterly, 35, 395–414.10.1353/chq.2010.0018
  • Taubman, P. M. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, NY: Routledge.
  • Trites, R. S. (2000). Disturbing the universe: Power and repression in adolescent literature. Iowa City: University of Iowa Press.
  • Trites, R. S. (2001). The uncanny in children’s literature. Children’s Literature Association Quarterly, 26, 162.10.1353/chq.0.1363
  • Waller, A. (2010). Revisiting childhood landscapes: Revenants of Druid’s Grove and Narnia. The Lion and the Unicorn, 34, 303–319.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.