Search results for: Identity
Page 3/4 39 items
This article examines the process of learning to become a social justice teacher. The author draws on Bakhtin’s notions of dialogue in order to theorize pre-service teachers’ identity negotiations. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events.
Updated: Apr. 10, 2011
This article draws on possible-selves theory to describe how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. The authors analyzed the expected and feared possible selves of 221 beginning teachers. The analysis revealed four main categories: interpersonal relationships, classroom management, instruction, and professionalism.
Updated: Mar. 24, 2011
In the present study, the authors examine their own experiences as female junior scholars with multicultural backgrounds teaching at the same Hispanic-serving institution. The research suggests that more understanding is needed about the experiences of mixed-heritage faculty in academia, as well as the ways in which faculty from any background may develop multiple affiliations with cultural communities and pursue professional agendas related to communities that they do not neatly fit into.
Updated: Mar. 02, 2011
This self-study addresses the author's experiences as a new teacher educator learning to teach in an introductory foundations course. The author wanted to encourage her students to recognize and grapple with the complexities and dilemmas of educational ideas. The author used Freirian orientation to transformational learning. By using this framework, two key themes emerged: developing voice, and the tension between accountability and authenticity. In conclusion, the author outlines the lessons she learned.
Updated: Feb. 06, 2011
This article describes a collaborative research journey undertaken at the University of Edinburgh. The researchers who undertook the journey were a group of nine teacher educators. The researchers' purpose was to find a research identity in a university department with a strong commitment to training of student teachers but which existed within a university that has a strong reputation for research. The authors used a self-study methodology that focused on their individual experiences. The findings from this self-study reveal that , all the reseachers discovered a new collegiality. The authors also discovered , the tension between an identity as educator with a sense of responsibility to students and that of a researcher.
Updated: Jan. 30, 2011
This paper attends to all four dimensions of listening: cognitive, moral, aesthetic, and political aspects. However, the paper focuses on the political aspect. The author argues that listening requires attention to the social identities inevitably communicated through speech. The case study presented in this article comes from a yearlong study of a ninth-grade English and history class in an urban American school that served ethnically diverse working-class children. The author concludes that the findings that we inevitably listen for identity and that listening requires attention to patterns beyond the speech event.
Updated: Nov. 23, 2010
Committed White Male Teachers and Identifications: Toward Creative Identifications and a “Second Wave” of White Identity Studies
This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates respondents' identifications as they emerge in life histories. Critiquing, engaging, and extending scholarship on White teachers, this reflection reveals respondents' recodings of White identifications and articulates how these recodings become useful in classrooms. Specifically, respondents recode bounded identifications, at times in progressive ways, using alternative media, illegal drug experiences, process spirituality, and other cultural resources in processes of “self” identification.
Updated: Nov. 23, 2010
Negotiating Identity: Conflicts between the Agency of the Student and the Official Diagnosis of Social Workers and Teachers
The goal of this article is to demonstrate the interplay between the individual’s negotiation of his/her identity in compulsory school and the systems of communication and practice of professionals in the welfare state. The article looks at the case of ‘Tom’, whose custody has been taken over by the Child Welfare Service and who now lives in a child welfare institution.
Updated: Oct. 29, 2010
Synergy between Information and Communications Technologies and Educational Action Research and Collaborative Construction of Our Active Identities
Bridget Somekh's contributions to the debate on the theory and practice of action research and associated methodologies have often been gained through leadership of innovative action and research with computers in education. A review of her work provides evidence of the journey that starts with an appreciation of the wonders of technology before moving through critical reflection on socio-cultural processes within and across organisations, and out into twenty-first-century knowledge generation. This paper argues that recognition of the construction of individual identities can inform innovation with computers in education.
Updated: Jun. 23, 2010
Drawing from a larger study of teacher professional identities, this article explores how two beginning early childhood educators talk about what it means to teach. The article focuses on how these novice teachers position themselves, and are positioned, by their understandings of the 'child'. Using critical discourse analysis as a way of examining interview data, the author discusses how a discourse of the 'normal' child constructs particular identity positions for children and the adults who work with them.
Updated: May. 09, 2010