The Role of Counter Narratives in the Renegotiation of Identity

Authors

  • Ellyn Lyle

DOI:

https://doi.org/10.25071/1916-4467.40267

Keywords:

personal identity theory, social justice identity, narrative identity, counter narrative

Abstract

Teacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning and their participation in these experiences. What happens, though, when these beliefs and assumptions are challenged in such a way that identity is in crisis? Drawing from the literature of personal identity theory, I situate identity as a narrative construct to examine the role of counter narratives in the [re]negotiation of identity.

Author Biography

Ellyn Lyle

Ellyn Lyle is an avid gardener and voracious reader of life and learning opportunities. With deep connections to the land and animals, she embraces metaphor to untangle lived experience as a way to inform teaching and learning as autobiographical experience. She began her career in secondary English classrooms and had the pleasure of teaching youth cast in film for several years before moving toward adult education and organizational contexts where she championed critical education practices and leadership for social change. She currently teaches in university. Ellyn’s research interests include: the role of reflexive inquiry in practitioner development; narrative; education for social justice; pedagogies of place; adult education; and organizational learning.

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Published

30-12-2016

How to Cite

Lyle, E. (2016). The Role of Counter Narratives in the Renegotiation of Identity. Journal of the Canadian Association for Curriculum Studies, 14(2), 33–42. https://doi.org/10.25071/1916-4467.40267

Issue

Vol. 14 No. 2 (2016)

Section

Articles

License

Creative Commons License
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