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

Parfitt, A and Read, S (2024) 'Walking-creating for fostering teachers’ education in peripheral coastal communities.' Journal of Education for Teaching, 50 (2). pp. 329-340. ISSN 0260-7476

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Official URL: https://doi.org/10.1080/02607476.2023.2203079


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.

Item Type: Article

Article first published online in April 2023.

Keywords: peripheral, coastal, teacher education, walking methodology, creative
Divisions: School of Education
Identification Number: https://doi.org/10.1080/02607476.2023.2203079
Date Deposited: 24 Apr 2023 08:22
Last Modified: 28 May 2024 08:26
URI / Page ID: https://researchspace.bathspa.ac.uk/id/eprint/15335
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