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“I'm me and that is enough”: Reconfiguring the family photo album to explore gender constructions with Foundation Phase preservice teachers
ARTICLE

, , Nelson Mandela University, South Africa

TATE Volume 82, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article focuses on exploring Foundation Phase preservice teachers' constructions of gender through the use of a participatory visual method, family photo albums. This study, contextualised in the FP teacher education curriculum in a South African university, explored the question: “What can a reconfigured family photo album reveal about FP preservice teachers’ constructions of gender?” The findings revealed that the participatory visual method provided opportunity for preservice FP teachers to consider the dichotomy between their conceptual understandings of gender and their daily teaching practices, which holds the potential for them to consciously reinvent their practices towards being more gender sensitive.

Citation

Notshulwana, R. & de Lange, N. (2019). “I'm me and that is enough”: Reconfiguring the family photo album to explore gender constructions with Foundation Phase preservice teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 106-116. Elsevier Ltd. Retrieved January 27, 2023 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on April 14, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2019.03.011

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