Search results for: Keener Terrah

In this article, the authors offer a theoretical framework, drawn from Judith Butler's politics of the performative and Adriana Cavarero's narrative relations, for understanding the dynamics of using narratives of practice in teacher education. The authors conclude that by understanding the irresolvable tension of desire to have one’s story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics.