Playing Teacher: Artful Negotiations in the Pre-service Classroom


  • Sarah K. MacKenzie Bucknell University



arts-based, pre-service teachers, identity, teacher education, poetic inquiry, representation, elementary education, poststructuralism


In this paper, the author draws on poetic analysis and artful inquiry to explore the ways in which pre-service teachers perform their subjectivities. Using a poststructuralist lens, the author seeks to complicate often idealized (re)presentations of Teacher created by students within the courses she teaches while considering the possibilities of engaging critical and artful inquiry in teacher education. Voices and genres intersect throughout the text as a means to illustrate the complex nature of performing self within the work be(com)ing Teacher, while offering space for dialogue and diverse interpretation. URN:


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Author Biography

Sarah K. MacKenzie, Bucknell University

Sarah K. MACKENZIE is an Assistant Professor at Bucknell University, where she mentors student teachers and teaches courses in literacy and arts-integration. Through her research she uses arts-informed practices to explore the ways in which pre-service and in-service teachers negotiate within the context of expectation and desire.




How to Cite

MacKenzie, S. K. (2011). Playing Teacher: Artful Negotiations in the Pre-service Classroom. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 12(1).