Stories and identities in a "pedagogy of meaning": one teacher's self-study in three parts
This self-study, written in narrative form, considers the design of a “pedagogy of meaning” (Cooper, 2009) that supports children’s identity-construction, as the children uniquely “appear” in the classroom. The author shares this process with the children in her Grade 1 classroom. As part of the c...
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2012
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| Online Access: | http://hdl.handle.net/1993/8596 |