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SOCIAL CONSTRUCT OF IDENTITY IN THE PRIMARY SCHOOL

Module code: EDF227
Credits: 2.5
Semester: Year-Long
Department: FROEBEL EDUCATION
International:

	Overview
	Following an introduction to the ideas of Narrative Practice, students will explore the multi-storied and fluid nature of identity through experiential exercises. Links to developmental psychology and its application to schools will allow for reflection on the quality of their relationship with children and the idea of school �as secure base�. The student teacher will consider the teacher-pupil relationship and the power of language in fostering good relationships with and among pupils based on mutual respect, trust, and meaningful interactions. Drawing on the �Maps� of Narrative Practice: Externalising, Re-authoring and Re-membering Framework (White, 2007), student teachers will learn skills for conducting conversations with children about problems they face and about positive directions in their lives. Heteronormativity will be explored as an example of how school culture can silence identity stories. Guided by Froebelian teaching about looking for what the child can do instead of what they can�t do, student teachers will become aware of how language can shape a child�s experience in school. Student teachers will learn how to excavate storylines of talent, effort, and commitment in the lives of their pupils and contribute to positive identities and nurturing school experiences.

Overview

Following an introduction to the ideas of Narrative Practice, students will explore the multi-storied and fluid nature of identity through experiential exercises. Links to developmental psychology and its application to schools will allow for reflection on the
quality of their relationship with children and the idea of school �as secure base�.
The student teacher will consider the teacher-pupil relationship and the power of language in fostering good relationships with and among pupils based on mutual respect, trust, and meaningful interactions.
Drawing on the �Maps� of Narrative Practice: Externalising, Re-authoring and Re-membering Framework (White, 2007), student teachers will learn skills for conducting conversations with children about problems they face and about positive directions in their lives. Heteronormativity will be explored as an example of how school culture can silence identity stories.
Guided by Froebelian teaching about looking for what the child can do instead of what they can�t do, student teachers will become aware of how language can shape a child�s experience in school. Student teachers will learn how to excavate storylines of talent, effort, and commitment in the lives of their pupils and contribute to positive identities and nurturing school experiences.

	Learning Outcomes
	On successful completion of the module, students should be able to: Discern when the language and the discourse of school are impacting on the identity of pupils in negative ways. Understand the importance of teacher�pupil relationships in the teaching/learning process and the power of the teacher�s language to create children�s identities. Foster good relationships with and among pupils based on mutual respect, trust and meaningful interactions. Reflect critically on their practice on an ongoing basis and adjust their practice to meet the needs of the child. Conduct conversations with children who are struggling in school with negative reputations and change those reputations over time. Use school documents, events and performances to highlight positive identities which are emerging in the lives of children.

Learning Outcomes

Teaching & Learning methods

Assessment

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Essay.

	Additional Reading
	Windslade, J. and Monk, G. (2007) Narrative Counselling in Schools: Powerful and Brief. California: Thousand Oaks. Corwin Press. White, M. (2007) Maps of Narrative practice. New York: W.W. Norton and Co.

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SOCIAL CONSTRUCT OF IDENTITY IN THE PRIMARY SCHOOL

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