Abstract
Instead of telling prospective teachers who they should be, we asked them: “Who are you?” We used a narrative approach to explore their own perspectives. The students were invited to share their thoughts and experiences in letter format. This letter-writing assignment was part of a course on intercultural school practices. We viewed the students’ narratives in light of J. P. Gee’s distinction between discourse with lowercase “d” and Discourse with a capital “D.” The students cited their families as being their most important formative factor, facilitating a safe and active childhood. Emphasis was also placed on where they grew up, with nature a mere “all-weather boot” step away, and where bicycle locks were unnecessary.
Highlights
Instead of telling student teachers who they should be, we asked them: “Who are you?” We used a narrative approach to explore their own perspectives
“Please write a letter to a stranger in which you present yourself and what has formed you and made you the person you are today.”. This quote originates from a non-graded assignment given to two groups of our student teachers
An earlier study based on a focus-group interview of recently graduated teachers from our institutions, revealed that our teaching on the topic of cultural diversity had not affected the students. We found that they barely reflected on their own cultural frames of reference and took for granted privileges in their own lives. Another important finding was that student teachers regarded the work on cultural diversity as an opportunity to learn about “the other” (Dyrnes, Johansen & Jónsdóttir, 2015)
Summary
“Please write a letter to a stranger in which you present yourself and what has formed you and made you the person you are today.” This quote originates from a non-graded assignment given to two groups of our student teachers. “Please write a letter to a stranger in which you present yourself and what has formed you and made you the person you are today.” This quote originates from a non-graded assignment given to two groups of our student teachers. Lowenstein claimed that this deficit perspective appears to build on research that shows how student teachers reacted with resistance, anger or defensiveness to the discussion of their privileges. Rather than advocating a certain attitude as the ‘‘right way’’ to think about or interrelate with their future students, we hope to invite our student’s teacher to widen their perspectives on what good childhood might be This was the main point of departure for the study, forming the basis for the following questions: What can the letters communicate about who the students are and the experiences they believe have formed them?
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