ABSTRACT
McIntyre and Jones offer a critical exploration of film-making projects involving English student teachers working alongside their own pupils. The success of these projects lies not only in the emphasis on important media-based skills in teacher education and the cementing of positive teacher–pupil creative relationships, but, at a deeper level, the concern for giving secondary English teaching roots in local communities through their often complex senses of identity and place. Through a critical and celebratory examination of the processes and products, as collaborative constructions of place and identity, the authors show both the significant complexity and the creative potential of community-based educational partnership.
