"I'm me and that is enough": Reconfiguring the family photo album to explore gender constructions with Foundation Phase preservice teachers. (June 2019)

• Record Type: Journal Article
• Authors: Notshulwana, Robin; de Lange, Naydene
• Is Part Of: Teaching and teacher education. Volume 82(2019)
• Page Start: 106
• Page End: 116
• Publication Date: 2019-06
• Subjects: Family photo album -- Foundation phase teachers -- Gender -- Gender sensitive -- Teacher education -- Teacher educator; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.03.011
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This article focuses on exploring Foundation Phase preservice teachers' constructions of gender through the use of a participatory visual method, family photo albums. This study, contextualised in the FP teacher education curriculum in a South African university, explored the question: "What can a reconfigured family photo album reveal about FP preservice teachers' constructions of gender?" The findings revealed that the participatory visual method provided opportunity for preservice FP teachers to consider the dichotomy between their conceptual understandings of gender and their daily teaching practices, which holds the potential for them to consciously reinvent their practices towards being more gender sensitive. Highlights: Foundation Phase teachers have a responsibility to facilitate gender sensitive practices. Foundation Phase teacher education programmes need to engage preservice teachers meaningfully to understand gender sensitive practices. Participatory visual methodologies potentiate critical self-reflection towards understanding gender sensitive practices.