Abstract
This study explores an approach to autobiographical research based on a notion of “outlaw genre” autobiography referred to as biomythography. Outlaw genres of autobiography resist the tendency of western autobiography to craft narratives that will ultimately link the life of an individual to a universalised person—someone to whom all readers can relate. In this study, photo essays are used to learn about prospective elementary teachers' stories of science and science education. The photo essays and the theoretical framework of “biomythography” helped us reflect on layers mediating teaching and learning in our courses. Implications of the study call for us to examine hegemonies extending from our students' personal histories as science learners, and through mythologies of teacher education. Alternative research frameworks and approaches, such as those represented in this study, might help science teacher educators explore myths undermining the preparation of future science teachers and learners.
Published Version
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