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O’Hara  \nNew York Institute of Technology  \nAbstract  \nThis autobiographical account relates the journey of becoming a critical teacher researcher.. Through critical refection and analysis, the cultural, historical, and social contexts of research, teaching, and technology use are described as lived experience. Rich narrative accounts exemplify personal and professional experiences before and during the professoriate in a tenure track position.  \nKeywords:  \nprofessoriate, critical theory, technology, urban education, autoethnography, narrative, qualitative  \nKate E. O’Hara, [Ph.D. is](Ph.D. is) an assistant professor in the School of Education at New York Institute of Technology. Her research, which employs the use of narrative and autoethnographic studies couched within a sociocultural framework, focuses on the effective use of technology to empower users to become agents of social change and also teacher education within contexts of power, oppression, and social justice.  \n[Email:](Email: kohara@nyit.edu)[ ](Email: kohara@nyit.edu)[kohara@nyit.edu](Email: kohara@nyit.edu)  \nIt is a Sunday evening in March and I am watching the first segment of a four part series entitled, The Irish in America: The Long Journey Home. The scene opens with the music of a Celtic flute, the camera panning the rocky, yet lush country-side of Ireland. The camera then focuses in on an elderly gentleman. He stands directly in front of the camera, the fog-covered mountains behind him. He is speaking Gaelic. The voice-over of the narrator translates, “The Irish are old hands at telling stories. They like talk. They’re word hungry. Their oldest stories in Gaelic can take days in the telling.” My husband, David Majewski, sitting next to me on the couch, turns to me and says,“I wish someone had told me that before I got married…”  \nI enjoy listening to a good story perhaps more so than telling one. Apart from the shared experience, I find myself drawn into the telling itself; the tone of the speaker’s voice, the cadence, the sound of particular words, certain expressions, analogies, metaphors, and alliterations. There is a scene I love from the movie Harvey, in which Jimmy Stewart, as Elwood P. Dowd, explains,“At first Dr. Chumley seemed a little frightened of Harvey, but that gave way to admiration as the evening wore on. The evening wore on. That’s a very nice expression, isn’tit? With your permission I’ll say it again. The evening wore on.” Like Elwood, I savor words. And in hindsight, I realize that many of the stories I listened to, the words I savored, were through music.  \nAs a teenager, I immersed myself in songs from British bands, American folk rock, country, blues, jazz, and the “oldies” of the fifties. One of my greatest joys was discovering that the record album I had just purchased included lyrics. With lyrics printed in stanzas on the album’s jacket, I no longer had to painstakingly drop the needle, over and over again, in certain spots on the vinyl, attempting to discover words that I failed to uncover from listening to the vocalist; words that ultimately represented a moment in my life or a moment yet to come. Words like a screenplay, interspersed with pictures, making movies in my mind.  \nThe soundtrack of urban schools  \nThe line for those waiting to pass through the high school metal detector spills out onto the sidewalk. It is half past nine and the heat of the morning sun is strong.“I bet ya it’s going tobe 100 today,” I hear one of my students say as I walk along the curb, balancing with one step in front of the other, passing by the crowd. Many of the students waiting to enter the building are holding Smartphones, iPods, or Mp3 players. As I walk, I can hear music reverberating through their ear phones. Some students dance in place while others sing aloud. A few simply mouth words into the steamy air. Still others stand against scaffolding poles or street","cbCaigwMUzxBYXCB","https://ap.wps.com/l/cbCaigwMUzxBYXCB","pdf",346134,"English","# Abstract\n## Becoming a critical teacher researcher\n## Narrative and autoethnographic approach\n## Teaching and urban classroom context\n## Technology, music, and lived experience","[{\"question\":\"What is the document’s main focus?\",\"answer\":\"It focuses on an autobiographical journey toward becoming a critical teacher researcher, describing research, teaching, and technology as lived experience.\"},{\"question\":\"How does the author connect research with teaching and technology?\",\"answer\":\"It uses critical reflection and analysis to situate these topics in cultural, historical, and social contexts, linking narrative practice to sociocultural frameworks.\"},{\"question\":\"What challenges in urban schools does the text highlight?\",\"answer\":\"It describes how budget cuts remove arts and music, reduce interdisciplinary arts engagement, and leave many classrooms lacking basic resources.\"}]","Traveling the Road of Research - Stories of Teaching and Technology | PDF",1792079463,23]