Circling a memory: a layered reflective method for generating subjective knowledge about childhood and teacher identity

References

• Atkinson, R. (2002). The life story interview. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context and method (pp. 121–140). Thousand Oaks, CA: Sage.
   Google Scholar
• Beach, J., Bertrand, J., Forer, B., Michal, D., & Tougas, J. (2004). Working for change: Canada’s childcare workforce. Ottawa, ON: Child Care Human Resources Sector Council.
   Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39, 175–189.
   Google Scholar
• Bloch, M. (2010). Foreward. In M. O’Loughlin & R. T. Johnson (Eds.), Imagining children otherwise: Theoretical and critical perspectives on childhood subjectivity (pp. ix–xii). New York, NY: Peter Lang.
   Google Scholar
• Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Boston, MA: Allyn and Bacon.
   Google Scholar
• Britzman, D. (1992). The terrible problem of knowing thyself: Toward a poststructural account of teacher identity. Journal of Curriculum Theorising, 9, 23–46.
   Google Scholar
• Britzman, D. (2004). Monsters in literature. Changing English, 11, 253–265.
   Google Scholar
• Cannella, G. (2010). Introduction. In G. Cannella & L. D. Soto (Eds.), Childhoods: A handbook (pp. 1–6). New York, NY: Peter Lang.
   Google Scholar
• Carey, B. (2007). This is your life (and how to tell it). New York Times, p. 1. Retrieved Feb 2, 2016, from http://www.nytimes.com/2007/05/22/health/psychology/22narr.html?pagewanted=all&_=0
   Google Scholar
• Chang-Kredl, S. (2014). Teachers conceptualizing childhood: Conversations around fictional childhood texts. Teachers and Teaching: Theory and Practice, 21, 203–220.
   Web of Science ®Google Scholar
• Chang-Kredl, S. (2015). Coraline’s split mothers: The maternal abject and the childcare educator. Continuum: Journal of Media and Cultural Studies, 29, 354–364.
   Web of Science ®Google Scholar
• Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17, 89–106.
   Web of Science ®Google Scholar
• Davies, B., Dormer, S., Gannon, S., Laws, C., Rocco, S., Taguchi, H. L., & McCann, H. (2001). Becoming schoolgirls: The ambivalent project of subjectification. Gender and Education, 13, 167–182.
   Google Scholar
• Dinerman, M. (2001). Counting, costs, and the value of caring work. Affilia, 16, 133–137.
   Web of Science ®Google Scholar
• Friendly, M. (2008). Canada’s legacy of inaction on early childhood education and childcare. Policy Options, 29, 62–67.
   Google Scholar
• Geier, K. (2014). Child care, elder care, and the last feminist frontier. The Baffler. Retrieved May 12, 2014, from http://thebaffler.com/blog/child-care-elder-care-and-the-last-feminist-frontier.
   Google Scholar
• Grumet, M. (1981). Restitution and reconstruction of educational experience: An autobiographical method for curriculum inquiry. In M. Lawn & L. Barton (Eds.), Rethinking curriculum studies: A radical approach (pp. 115–130). London: Croom Helm.
   Google Scholar
• Grumet, M. R. (1988). Bitter milk. Amherst, MA: The University of Massachusetts Press.
   Google Scholar
• Hargreaves, L., & Hopper, B. (2006). Early years, low status? Early years teachers’ perceptions of their occupational status. Early Years, 26, 17–186.
   Google Scholar
• Haug, F. (2008). Memory-work as a method of social science research: A detailed rendering of memory work method. In J. Kaufman, M. S. Ewing, D. Montgomery, & A. Hyle (Eds.), Dissecting the mundane: International perspectives on memory-work (pp. 21–41). Lanham, MD: University Press of America.
   Google Scholar
• Hefferon, K., & Gil-Rodriguez, E. (2011). Reflecting on the rise in popularity of interpretive phenomenological analysis. The Psychologist, 24, 756–759.
   Web of Science ®Google Scholar
• Jones, O. (2001). ‘Before the Dark of Reason’: Some ethical and epistemological considerations on the otherness of children. Ethics, Place and Environment: A Journal of Philosophy & Geography, 4, 173–178.
   Google Scholar
• Kamler, B. (2001). Relocating the personal: A critical writing pedagogy. Albany, NY: State University of New York Press.
   Google Scholar
• Kaufman, J., Ewing, M. S., Montgomery, D., & Hyle, A. (2008). Philosophy and overview of memory-work. In J. Kaufman, M. S. Ewing, D. Montgomery, & A. Hyle (Eds.), Dissecting the mundane: International perspectives on memory-work (pp. 3–20). Lanham, MD: University Press of America.
   Google Scholar
• Langford, R. (2010). Theorizing an early childhood educator’s authority for the advancement of social goods. The Alberta Journal of Educational Research, 56, 291–303.
   Google Scholar
• Lenzer, G. (2001). Children’s studies: Beginnings and purposes. The Lion and the Unicorn, 25, 181–186.
   Web of Science ®Google Scholar
• Mitchell, C., & Weber, S. (1999). Reinventing ourselves as teachers: Beyond nostalgia. Philadelphia, PA: Falmer Press.
   Google Scholar
• Moss, P. (2006). Structures, understandings and discourses: Possibilities for re-envisioning the early childhood worker. Contemporary Issues in Early Childhood, 7, 30–41.
   Google Scholar
• Nygren, L., & Blom, B. (2001). Analysis of short reflective narratives: A method for the study of knowledge in social worker’s actions. Qualitative Research, 1, 369–384.
   Google Scholar
• Onyx, J., & Small, J. (2001). Memory-work: The method. Qualitative Inquiry, 7, 773–786.
   Google Scholar
• Pinar, W. (1975). Currere: Toward reconceptualization. In W. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 396–414). Berkeley, CA: McCutcheon.
   Google Scholar
• Radstone, S. (2010). Nostalgia: Home-comings and departures. Memory Studies, 3, 187–191.
   Web of Science ®Google Scholar
• Rand, E. (1995). Barbie’s queer accessories. Durham, NC: Duke University Press.
   Google Scholar
• Smith, J. A., & Osborn, M. (2003). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 51–80). London: Sage.
   Google Scholar
• Winnicott, D. W. (1975). Transitional objects and transitional phenomena. In Through paediatrics to psycho-analysis (pp. 229–242). New York, NY: Basic Books. ( Original work published 1951)
   Google Scholar
• Winnicott, D. W. (1965). Ego distortion in terms of true and false self. In The maturational processes and the facilitating environment (pp. 140–152). New York, NY: International Universities Press. ( Original work published 1960)
   Google Scholar