Teacher Narrative as Critical Inquiry: Rewriting the Script

By Joy S. Ritchie, David E. Wilson, Ruth Kupfer. 2000

181 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ea7b109ed85456a0012fce90afdfb3bbb64961ad

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Citations in the corpus

Storytelling as Pedagogy: An Unexpected Outcome of Narrative Inquiry (2007, background): “Knowledge emerges through narrative when it is used strategically and connected in an ongoing dialogic between “telling” and “doing,” between narrative, reflection, and praxis (Ritchie & Wilson, 2000, p. 172).”
Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention (2019, background): “Building upon long-standing frameworks of critical teacher inquiry (Ritchie & Wilson, 2000) and teacher inquiry groups (Martinez, Valdez, & Cariaga, 2016; Rogers, Kramer, Mosley, & Literacy for Social Justice Teacher Research Group, 2009), CPD is participatory and theoretically rich.”
Uncovering Cover Stories: Tensions and Entailments in the Development of Teacher Knowledge (2005, background): “…(Ben Peretz, 1995; Bullough & Baughman, 1997; Clandinin & Connelly, 2000; Jalongo & Isenberg, 1995; Knowles & Cole, 1994; Tappan & Brown, 1989; Ritchie & Wilson, 2000; Witherell & Noddings, 1991) lead to a generative process of knowing that can assist in awakenings (Greene, 1995; Sacks, 1973)…”
Meaning-Making Capacity and the Dynamics of Lesbian College Students' Multiple Dimensions of Identity (2004, background): “Structure includes aspects of the story such as the sequencing of the story (Lieblich et al., 1998) and “the gaps, the silences, the tensions, the omissions” (Ritchie & Wilson, 2000, p. 21).”
Handbook of Autoethnography (2021, background): “The black bouncer does not even notice me. experiences of “misreading” provided an opportunity to refine and develop autoethnography in media and cultural studies.”