Walking-creating for fostering teachers' education in peripheral coastal communities

Walking-creating was adopted to probe orientations towards communities, while early career teachers were on clinical placement in the remote South West Peninsular of England. The aim of carrying out walking-creating events was to elicit whether and if so, the extent to which, early career teachers w...

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Bibliographic Details
Published in:Journal of education for teaching : JET 2024-03, Vol.50 (2), p.329-340
Main Authors: Parfitt, Anne, Read, Stuart
Format: Article
Language:English
Subjects:
Beginning teachers
Careers
coastal
Community
creative
Creativity
Occupations
Peripheral
Teacher education
Teachers
Walking
walking methodology
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Summary:Walking-creating was adopted to probe orientations towards communities, while early career teachers were on clinical placement in the remote South West Peninsular of England. The aim of carrying out walking-creating events was to elicit whether and if so, the extent to which, early career teachers were sensitive to the communities where they had been placed and hence had begun to question deficit discourses tending to adhere to peripheral landscapes. We explored whether they were replacing these negative discourses with hopeful ones. We present a study of one early career teacher who during our creative activity disclosed how place awareness had been developing through interactions within the community. The novel walking-creating methodology is informed by a generative theorising of peripherality so as to contextualise the complexities of the multiple drivers likely to be coalescing in teachers' peripheral placement communities.
ISSN:0260-7476
1360-0540
DOI:10.1080/02607476.2023.2203079