Authors in the field of education inevitably use rhetorical strategies that embody particular,and often implicit, theoretical, epistemological, and political positions. In this article, Jan Nespor and Liz Barber critically examine the rhetorical structure of a 1987 article published in the Harvard Educational Review — Lee S. Shulman's "Knowledge and Teaching:Foundations of the New Reform." The authors examine various textual strategies — such as"the phenomenological hook," "appropriating a constituency," and "moving on" — that Shulman used to construct "the teacher" as an object of study. Through a detailed analysis of this widely cited article, Nespor and Barber address broader issues of representation and power in the social sciences, and conclude with a call for "a more 'critical literacy' among the readers and writers of research texts."
Skip Nav Destination
Article navigation
1 December 1991
Research Article|
November 24 2010
The Rhetorical Construction of "the Teacher"
Harvard Educational Review (1991) 61 (4): 417–434.
Citation
Jan Nespor, Liz Barber; The Rhetorical Construction of "the Teacher". Harvard Educational Review 1 December 1991; 61 (4): 417–434. doi: https://doi.org/10.17763/haer.61.4.q202p37r58158k11
Download citation file:
Sign in
Don't already have an account? Register
Client Account
You could not be signed in. Please check your email address / username and password and try again.
Could not validate captcha. Please try again.
Sign in via your Institution
Sign in via your InstitutionCiting articles via
Black Bullet in the Gun: Troubling Silence and Silencing in Antiracist Teacher Education
Esther O. Ohito, Sherry L. Deckman
Book Notes
Jane Choi, Woohee Kim, Catherine E. Pitcher
Towers of Ivory and Steel: How Israeli Universities Deny Palestinian Freedom
Catherine E. Pitcher