Intellect

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Authors:  Linda Ashton 
DOI: 10.1386/eta.6.2.243_1

Keywords
Postcolonialism,Postmodernism,Teacher education,Reflective practice,

Abstract

In this article I combine a researcher voice (reflective practitioner, Schon 1983) with the neo-narrative reporting strategy of Stewart (1996) to blend and blur a researchteaching nexus. I elaborate on a four-pronged strategy that encourages my pre-service primary teachers to recognize and challenge some of the western art world's longstanding exclusive discourses. The teaching approaches are informed directly by my post-structuralist doctoral research and postmodern art education alignment (Ashton 1999a, 2008).