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Performing 'Hope': Authentic story, change and transformation in teacher education

Wright, P.R.ORCID: 0000-0002-6433-3889 (2012) Performing 'Hope': Authentic story, change and transformation in teacher education. In: Down, B. and Smyth, J., (eds.) Critical voices in teacher education. Springer, Dordrecht, Netherlands, pp. 211-221.

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Teaching is always performance. There are actors who are present, an audience—usually, but not always students—and most importantly a dynamic that exists between them; this relationship being key to successful pedagogy. In short, teaching is relational work. In the best of all possible worlds, this dynamic is a relationship that is forward looking, has dignity, and characterised by hope. Zournazi (2002 p. 9) describes hope as “a space for dialogue… exchange…[for] voices to be heard”, and risks for encounters with others “that create possibilities for change”. It is this possibility that is important for education in the way that inducts young people into a world that is not yet known or fully formed.

This chapter describes a project conducted with pre-service teachers where a hope-full project was conducted through a one-semester unit— Learning Through the Arts—delivered in an intensive summer mode each day over two weeks. Hope as a concept was inquired into, imagined, embodied, and through arts practices, insights into hope were gained; this project thereby becoming an example of arts-relationality (Keifer-Boyd, 2011) and arts-based research (Barone & Eisner, 2011; Knowles & Cole, 2008).

Item Type: Book Chapter
Murdoch Affiliation(s): School of Education
Publisher: Springer
Notes: Volume 22
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