In McGill Journal of Education, [S.l.], v. 40, n. 1, nov. 2006. ISSN 1916-0666.
Diane Gillespie interprets a teaching story, written over a decade ago, about a troubling student who failed her course. Using George Lakoff’s and Mark Johnson’s cognitive linguistic theory, she shows how the conceptual metaphors implicit in her interactions with the student prevented her from responding helpfully to the student’s situation.
Diane's reexamination of “Charlie’s Story" demonstrates how conceptual metaphors, as interpretive tools for narrative analysis and reflection, can reveal the philosophical and social commitments that shape teachers’ pedagogical practices.