期刊名称：Liminalities : a Journal of Performance Studies
电子版ISSN：1557-2935
出版年度：2012
卷号：5
期号：2
出版社：Liminalities
摘要：Beginning teachers who teachas they were taughtoften perpetuate 'violence'in the classroom by upholding the status quo and perpetuating an exclusionary education system. In order to break this collusive cycle, beginning teachers like myself can deconstruct their developing teacher identities to unveil new ways of being and acting in the mass schooling machine. This way we break the cycle of social reproduction and domination and construct new waysof performing as teachers and students in the classroom. This involves teaching against the grain of habit and questioning the social and cultural discourses and practices that shape and define us.In this article I use 'autoethnography'and 'arts-based inquiry'to deconstruct my school experiences and to imagine and perform a future teaching identity. Works of art and personal accounts are analyzedthrough the writing process. The article itself becomes a means by which to critically reflect upon the pastto build and imagine a future. All teachers, whether new to the profession or not, can benefit from this kind of self-analysis and critical imagining. Students are relying on us to get it right. Their life-chances are at stake. The onus is on us to becomethe very best teachers we can be to help them become everything they might be
