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%O ==!Competing professional identities ;!Competing professional identities <!Competing professional identities   Methodology A Questions    Methodology  Analysing the interviews   The stories we tell 2.36 Ray: But one thing I also learnt is when you re positive with children you get the results whereas if you re negative and you don t expect much from them that s when you don t get anything whereas positive comments, positive reinforcement, everything, it just works. Even if a child doesn t think that they can do it once you re positive with them they ll aim for the sky and you can ... it s just amazing the amount of work you ll get from them like looking back when I got to the school this year and I ve a list of all my students and the past teachers have put comments on them you know this whatever, this child low you know low ... not very intelligent and things like that and then I thought well I m not even going to look at those names, I m not going to look at those comments and then I worked through the year and it was only probably halfway through the year that I pulled the comments out again and I thought no, this is wrong like this one child who has just come so far and I can see from the testing at the beginning of the year and I think it s because the positiveness like she just thrives on any positive behaviour and she s just ... even the admin assistant ... what s happened with this little girl, like she s just ... ZZ '  <  $$((,,r0044$88<<%  %*!  $$ ((I,, 00Y4488*<<d  R,  $$(( ,,00 4488<<,8 & m' The stories we tell82.36 Ray: & I m not saying that it s just me but it s just the positiveness that she thrives on and she s just come so far this year and it s not only her, there s a few children and it s just that that s what they want and at that age that that s what they expect and the minute you start being negative with them that s when they hit rock bottom again and they're not going to try, they don t think that they re going to get anywhere, well they re not going to try and I think that that was drummed into us a lot as well, the positiveness Z   3  $$#((,,004488<<  7H  $$((,,#0044]88<<C2>   ( The stories we tell"they want they expect they hit rock bottom they're not going to try they don t think that they re going to get anywhere they re not going to try       $$((,,004488<<+Young children as different  -Young children as different  /Unbelievable children 2.33 Sally: Yeah and I ve actually used some of that with my pre-primary who are ... because especially the ones that are ... there are couple that have been diagnosed with ADHD would you believe it? At five or six years old and another couple who are very, very active and aggressive little people and we do ... have started doing some visualisation and relaxation stuff and these people fall asleep which is fantastic and they ... I ask them to draw their pictures or talk about you know their journey when they've been relaxing and we re seeing some different little people & C     ,$$7((M,,004488 <<  $Q1Pointless learning^2:4 Sally: Or pointless ... you get a ... like a lot of ... people have a theme in early childhood like in pre-primary or whatever so we re doing clowns today and of course clowns aren t relevant to the lives of these children today so yeah it s ... and just cutting out coloured pieces of paper and sticking them onto things I just you know there s a lot of pointless yeah that happens and it isn t related to their lives yeah& /  :g1  $$((,,004488<< 2Different livesdSally: & it occurs to me almost everyday because we ve got some sad little people who ve been you know punched and bitten by their parents and all sorts of nasty things happening ~*  !\  3Different livesSally:& I keep reminding myself about a lot of the stuff that Susan talked about about low socioeconomic areas that she worked in and remembering that doesn t matter how some of these come across these people love their children you know even if they've done these nasty things and still remembering to respect and value where these little people are coming from and not sort of ... sometimes it s really hard because they ll say things to you and you go you know you can t then you think well hang on a minute, that s their life s context and how can I ... what good am I being to them if I start criticising that? Yeah so I remember that quite often and sometimes it s sadly as I said everyday that I have to sort of remind myself about that but I m glad I ve got it in my head because otherwise I d probably be going  round stomping on everybody s sensitivities causing all sorts of trouble. 0~   n     $$_((,,0044088<<,   `#2  $$((,,0044(88<<  -U 4Different lives3.13 Int: Were you involved with the kindergarten/primary research? 3.14 Nat: Yeah, yeah. And I found that to be really interesting in my class& I actually sort of gave Carly my assistant, and said can you just look at this list today and I asked her to watch the kids, I thought oh probably be better for her to do it and it sort of helped me a lot with looking at my indigenous kids. And as opposed to my non-indigenous and just seeing ... how it works for them ... in the class and you know what ... where their interests are and what makes them stay in the place and want to learn, and stuff like that. And I didn t actually keep any of it, I kind of just spoke to Carly about it and got rid of it but I shouldn t have.  9   A  $$k((,, 00 44~88<<.  E8  $$((,,00>39Different livesPNormalisation operates through the discourse of developmentality when the generalisations that stipulate normal development are held to be defined and desirable, and all departures from that circumscribed stipulation are held to be not-normal or deviant. The generalization serves-more or less explicitly- as the norm, and the lives of individual children are evaluated with reference to that norm (Fendler,2001, p.128). LA    H" 6/ " )*,.05678:=>Bsx,, y e|HH(dh j+ ` >y5fw:q ̙` 3f3f` www` I$nIȰ̙>?" dd@,?nKd@ @F " d@ `h U n?" dd@   @@``PP   @ ` `p>> ((EE'( A ,T   "n  0 "0n  0 "`n  0 "n  0 " Pn  0 "n  0 "n   0 "@pn   0 "n   0 "0n   0 "`n   0 "n  0 " Pn  0 "n  0 "n  0 "@pn  0 "n  0 "0n  0 "`n  0 "n  0 " Pn  0 "n  0 "n  0 "@pn  0 "n  0 " 0 n  0 "`  n  0 "  n  0 " P n  0 "  n   0 "  n ! 0 "@ p n " 0 "  n # 0 " 0 n $ 0 "`  n % 0 "  n & 0 " P n ' 0 "  n ( 0 " n ) 0 "@pn * 0 "n + 0 "0n , 0 "`n - 0 "n . 0 " Pn / 0 "n 0 0 "n 1 0 "@pn 2 0 "n 3 0 "0n 4 0 "`n 5 0 "n 6 0 " Pn 7 0 "n 8 0 "n 9 0 "@pn : 0 "n ; 0 "0n < 0 "`n = 0 "n > 0 " P ? N? ?" @ N??"9h A <? "P%;  T Click to edit Master title style! !$ B 0? "?4  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S C 6? "x 0___PPT106___PPT9B___PPTMac11   hnamd` Arial&Monotype Typography  Z* c  D 6? "x  0___PPT106___PPT9B___PPTMac11   hnamd` Arial&Monotype Typography  \*  c  E 6? 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D 0PG "    W#Click to edit Master subtitle style$ $ E 6G "`` 0___PPT106___PPT9B___PPTMac11   hnamd` Arial&Monotype Typography  Z* c  F 6G "`  0___PPT106___PPT9B___PPTMac11   hnamd` Arial&Monotype Typography  \*  c  G 6G "`  0___PPT106___PPT9B___PPTMac11   hnamd` Arial&Monotype Typography  \*  c B  s *޽h ? 3f3f \T`P(  P P s *^5 P    P*   P s *0d5     R*  d P c $ ?   P s *h5  @  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S P 0o5 `P   P*   P 0@u5 `   R*  H P 0޽h ? 3380___PPT10.s @( gЯggЮg r  S C9  H  0޽h ? 3380___PPT10.sJ|  p ( ~sv z]u x  c $P;C9  h  s *P;   @___PPT10 V___PPT980j___PPTMac11D<   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography  ^Teacher identity is contingent upon how the child is Understood (Comber & Cormack, 1996, p.3).&_5)>&H  0޽h ? 3380___PPT10.sJ|o o(  x  c $=C9    s *@=  0___PPT106___PPT9B___PPTMac11   hnamd` Arial&Monotype Typography  yTeachers and children are in reciprocal relationship, they are part of a Standard Relational Pair (Eglin & Hester, 1992) H  0޽h ? 3380___PPT10.sJ|%  %(   x  c $f?C9  m  s *r?0  ,$H___PPT10( f___PPT9H@^___PPTMac1180   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography   Critical discourse analysts begin with an interest in understanding, uncovering, and transforming conditions of inequality (Rogers, 2004, p.369).0 H  0޽h ? 3380___PPT10.sJ|  X P 0 ( == x  c $0=C9  0   s *`0 (  x___PPT10XP ___PPT9 ___PPTMac11 ,namd$ MS PGothic  ,namd$ MS PGothic  ,namd$ MS PGothic  ,namd$ MS PGothic  ,namd$ MS PGothic  ,namd$ MS PGothic  ,namd$ MS PGothic  ,namd$ MS PGothic  ,namd$ MS PGothic  What discourses of teacher/child relationships are evident in the interviews? How are teachers and children positioned within these discourses? What teacher identities do they create? How have these discourses come about? 3MaaAa a %aa%a  $$H  0޽h ? 3380___PPT10.sJ|J    (J ( 2h1` (x ( c $)C C9    ( s *5C  Jh___PPT10H@___PPT9___PPTMac11   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography  TLanguage as the  place to begin study of identity. When we speak we are building identities as we put the  I into our stories. When we write we  select ideas and ways of presenting them Some examples:X4M ;> 'LKH ( 0޽h ? 3380___PPT10.sJ|  D( ")0‰ Dx D c $[E C9   D s * `E   @ RWhat did the analysis enable me to  see ?)H D 0޽h ? 3380___PPT10.sJ|}   @@(  @l @ C @J AP%;0   l @ C C7B4  H @ 0޽h ? 3f3f___PPT10u.s+D=' = @B +$  P$( ? r  S N AP%;0   r  S N BP`  H  0޽h ? 3f3f80___PPT10.s  `( ? r  S a AP%;0   l  C a B4  H  0޽h ? 3f3f80___PPT10.s#  # #p"( ( nI  r  S P{a AP%;0   r  S |a B4  H  s *a @0___PPT106___PPT9B___PPTMac11   hnamd` Arial&Monotype Typography   (  s *`a x ___PPT10     f___PPT9H@     ___PPTMac11   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography  j1.21 Rob: & Our distributed prac, you know once a week& really did have an impact on me, especially because I was in a pre-primary classroom. I hadn t touched any early childhood classrooms below year 3 & In small groups I could try some of the things I filtered through from my lectures into the things. So my attitude towards these little kids, hey, I am not trying to achieve some objectives from the lesson plan I am really focussing on you. Especially at this age, you are not really looking for a knowledge acquisition you are really looking for a skills acquisition and that was a shift as well, how to hold a pencil, wow, that s so basic. 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There is no reason that you can t adopt a whole heap of these different ideas that you have for your early childhood into older groups and it amazes me now that there are still desks in rows in upper primary. I just haven t shifted for the early childhood, I would adopt a lot these early childhood views in the upper primary. That s not something that they would have considered. Well, they didn t tell us that we had to teach in rows either but they didn t say here s another way to go in the Primary Course. So, I think our minds have been restricted just to early childhood, I think they said, bit of that you do in early childhood, it would probably work if you gave it a shot in upper primary. 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whereas positive comments, positive reinforcement, everything, it just works. Even if a child doesn t think that they can do it once you re positive with them they ll aim for the sky and you can ... it s just amazing the amount of work you ll get from them like looking back when I got to the school this year and I ve a list of all my students and the past teachers have put comments on them you know this whatever, this child low you know low ... not very intelligent and things like that and then I thought well I m not even going to look at those names, I m not going to look at those comments and then I worked through the year and it was only probably halfway through the year that I pulled the comments out again and I thought no, this is wrong like this one child who has just come so far and I can see from the testing at the beginning of the year and I think it s because the positiveness like she just thrives on any positive behaviour and she s just ... even the admin assistant ... what s happened with this little girl, like she s just ... ZZ '  <  $$((,,r0044$88<<%  %*!  $$ ((I,, 00Y4488*<<d  R,  $$(( ,,00 4488<<,8 & m' The stories we tell82.36 Ray: & I m not saying that it s just me but it s just the positiveness that she thrives on and she s just come so far this year and it s not only her, there s a few children and it s just that that s what they want and at that age that that s what they expect and the minute you start being negative with them that s when they hit rock bottom again and they're not going to try, they don t think that they re going to get anywhere, well they re not going to try and I think that that was drummed into us a lot as well, the positiveness Z   3  $$#((,,004488<<  7H  $$((,,#0044]88<<C2>   ( The stories we tell"they want they expect they hit rock bottom they're not going to try they don t think that they re going to get anywhere they re not going to try       $$((,,004488<<+Young children as different  E(The idea of  normal |The term  normal was first used in a medical discourse and then transferred to social sciences& from the beginning, pathological was defined in opposition to healthy (Fendler, 2001, p.127). &   F(The idea of  normal  Before 1800, pathology was the central and specified term, and healthy was the general or default condition; anything that was not designated pathological was assumed to be healthy. (Fendler, 2001, p.127).H&   G Then& ..+Pathological (Abnormal) Clearly defined2,ZBH!(The idea of  normal  The desirable condition, then, was not specified, not circumscribed, and the possibilities for ways of being healthy were theoretically un-limited (Fendler, 2001, p.127).F$  &   I" Now& .! Normal Clearly definedJ"Z BB B J#(The idea of  normal  After 1800 however, in scientific and social scientific discourse, the term  normal became the central and specified term in opposition to  pathological & the specifications for  normal were constituted in a measurable population, either in terms of an average or socially defined virtue& anything that could not be defined as normal/average was then regarded as pathological& .the possibilities for being normal were theoretically limited& normal pertains to a specific set of qualities that have been rationalised by statistical and scientific justifications& (Fendler, 2001, p.128).PZP&9   /Unbelievable children 2.33 Sally: Yeah and I ve actually used some of that with my pre-primary who are ... because especially the ones that are ... there are couple that have been diagnosed with ADHD would you believe it? At five or six years old and another couple who are very, very active and aggressive little people and we do ... have started doing some visualisation and relaxation stuff and these people fall asleep which is fantastic and they ... I ask them to draw their pictures or talk about you know their journey when they've been relaxing and we re seeing some different little people & C     ,$$7((M,,004488 <<  $Q1Pointless learning^2:4 Sally: Or pointless ... you get a ... like a lot of ... people have a theme in early childhood like in pre-primary or whatever so we re doing clowns today and of course clowns aren t relevant to the lives of these children today so yeah it s ... and just cutting out coloured pieces of paper and sticking them onto things I just you know there s a lot of pointless yeah that happens and it isn t related to their lives yeah& /  :g1  $$((,,004488<< 2Different livesdSally: & it occurs to me almost everyday because we ve got some sad little people who ve been you know punched and bitten by their parents and all sorts of nasty things happening ~*  !\  3Different livesSally:& I keep reminding myself about a lot of the stuff that Susan talked about about low socioeconomic areas that she worked in and remembering that doesn t matter how some of these come across these people love their children you know even if they've done these nasty things and still remembering to respect and value where these little people are coming from and not sort of ... sometimes it s really hard because they ll say things to you and you go you know you can t then you think well hang on a minute, that s their life s context and how can I ... what good am I being to them if I start criticising that? Yeah so I remember that quite often and sometimes it s sadly as I said everyday that I have to sort of remind myself about that but I m glad I ve got it in my head because otherwise I d probably be going  round stomping on everybody s sensitivities causing all sorts of trouble. 0~   n     $$_((,,0044088<<,   `#2  $$((,,0044(88<<  -U 4Different lives3.13 Int: Were you involved with the kindergarten/primary research? 3.14 Nat: Yeah, yeah. And I found that to be really interesting in my class& I actually sort of gave Carly my assistant, and said can you just look at this list today and I asked her to watch the kids, I thought oh probably be better for her to do it and it sort of helped me a lot with looking at my indigenous kids. And as opposed to my non-indigenous and just seeing ... how it works for them ... in the class and you know what ... where their interests are and what makes them stay in the place and want to learn, and stuff like that. And I didn t actually keep any of it, I kind of just spoke to Carly about it and got rid of it but I shouldn t have.  9   A  $$k((,, 00 44~88<<.  E8  $$((,,00>39Different livesPNormalisation operates through the discourse of developmentality when the generalisations that stipulate normal development are held to be defined and desirable, and all departures from that circumscribed stipulation are held to be not-normal or deviant. The generalization serves-more or less explicitly- as the norm, and the lives of individual children are evaluated with reference to that norm (Fendler,2001, p.128). LA    H" 6/L " )*,05678:=>BKLMNsx,, y e|HH(dh }   @@(  @l @ C @J AP%;0   l @ C C7B4  H @ 0޽h ? 3f3f___PPT10u.s+D=' ̐= @B +  6(  ~  s *a AP%;   x  c $e B`  H  0޽h ? 3f3___PPT10u.'^+D=' ̐= @B +   6(   ~   s *} AP%;   x   c $ BP`  H   0޽h ? 3f3___PPT10u.'^+D=' ̐= @B +Z  0Z(  x  c $p AP%;      6` 3 B~   $\H  0޽h ? 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