Search results for: Miller Andrew

The author is trying to break the cycle of social reproduction and domination and become the type of teacher who liberates rather than domesticates. In this article the author uses ‘autoethnography’ and ‘mystoriography’ to analyse his professional development and to imagine and enact a teaching identity. Pragmatic radicalism provides a strategic means of surviving and undermining hegemonic school systems while revolutionising the politics of the classroom.