How does the act of writing impact on discursively mediated professional identities? A case study of three teachers

Muriel Wells, Damien Lyons, Glenn Auld

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    This paper explores the effects participation as writers has on the identities teachers take on when they are both writers who teach and teachers who write. This paper focuses on three interview participants and explores their encounters as writers as they engaged in the ‘risky’ business of being writers, within and beyond school. A narrative inquiry methodology is used to interrogate the data about the teachers’ lived experience of being writers while also being teachers of writing. ‘Participant narratives’ are used to present the data and to explore the impact being a writer has on participants’ discursively mediated identities.

    Original languageEnglish
    Pages (from-to)53-61
    Number of pages9
    JournalEnglish in Australia
    Volume51
    Issue number1
    Publication statusPublished - 2016

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