Preparing Teacher-Researchers for Local-Global, Multicultural Classrooms: Prospects for Postcritical and Feminist Qualitative Methodologies

Abstract

Teachers are logically situated as trained observers and first responders in their classrooms. [...]the role of teacher-researcher is wasted if policymakers fail to see the value in teachers' work as they observe, interact with, and report on their students on both daily and long-term bases (Lankshear & Knobel, 2004). For this article, I conduct a literary conversation to examine relationality among theoretical, pedagogical, and methodological discourses, as well as geopolitical events and circumstances. [...]my dialectic goes well beyond a simple literature review to analyze the interrelationships of multiple modalities and what they may mean for education.