Using life history to understand the interplay between identity, critical agency and social justice education

Le Roux, A.; Francis, D.

dc.contributor.author	Francis, D.
dc.contributor.author	Le Roux, A.
dc.contributor.other	Central University of Technology, Free State, Bloemfontein
dc.date.accessioned	2015-10-02T09:51:52Z
dc.date.available	2015-10-02T09:51:52Z
dc.date.issued	2012
dc.date.issued	2012
dc.identifier.issn	16844998
dc.identifier.uri	http://hdl.handle.net/11462/605
dc.description	Published Article	en_US
dc.description.abstract	In this article we use the concepts identity, agency and social justice education as a lens to explore the role of life history research in the study of the interconnection between emerging teacher identities, critical agency and social justice education. By exploring the life history of a white woman pre-service teacher, this study foregrounds the use of life history research to help teacher educators to understand the contexts through which student teachers' identities are constructed, and how these identities feed into agency and a stance to bring about social change.	en_US
dc.format.extent	173 876 bytes, 1 file
dc.format.mimetype	Application/PDF
dc.language.iso	en_US	en_US
dc.publisher	Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein
dc.relation.ispartofseries	Journal for New Generation Sciences;Vol 10, Issue 2
dc.subject	Life history research	en_US
dc.subject	Pre-service teachers	en_US
dc.subject	Teacher education	en_US
dc.subject	Identity	en_US
dc.subject	Agency	en_US
dc.subject	Social justice education	en_US
dc.title	Using life history to understand the interplay between identity, critical agency and social justice education	en_US
dc.type	Article	en_US
dc.rights.holder	Central University of Technology, Free State, Bloemfontein