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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.
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