ABSTRACT
The experiences of beginning teachers lie at the heart of this chapter, as Stevens explores how identities of places may vary enormously through the eyes of people in different roles – including, crucially, teachers and their pupils. A group-based project undertaken early in the PGCE year is central to this exploration, encouraging student teachers to see aspects of places as potential teaching resources to foster a telling combination of critical and celebratory learning. In so doing, the chapter plays with notions of how a particular place may lend itself to diverse educational projects focusing on ideas of identity as both liberating and extending.
