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Teacher Identity and the Struggle for Recognition: Meeting the Challenges of a Diverse Society
290
by Patrick M. Jenlink (Editor)
Patrick M. Jenlink
![Teacher Identity and the Struggle for Recognition: Meeting the Challenges of a Diverse Society](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.9.4)
Teacher Identity and the Struggle for Recognition: Meeting the Challenges of a Diverse Society
290
by Patrick M. Jenlink (Editor)
Patrick M. Jenlink
Hardcover
$158.00
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Overview
Teacher identity is shaped by recognition or its absence, often by misrecognition of others. Recognition as a teacher, or the strong and complex identification with one’s professional culture and community, is necessary for a positive sense of self. Increasingly, teachers are entering educational settings where difference connotes not equal, better/worse, or having more/less power over resources. Differences between discourses of identity are braided at many points with a discourse of racism, both interpersonal and structural. Teacher Identity and the Struggle for Recognition examines the nature of identity and recognition as social, cultural, and political constructs. In particular, the contributing authors to the book present discussions of the professional work necessary in teacher preparation programs concerned with preparing teachers for the complexities of teaching in schools that mirror an increasingly diverse society. Importantly, the authors illuminate many of the often problematic structures of schooling and the cultural politics that work to define one’s identity – drawing into specific relief the nature of the struggle for recognition that all face who choose to entering teaching as a profession.
Product Details
ISBN-13: | 9781607095743 |
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Publisher: | R&L Education |
Publication date: | 04/09/2014 |
Pages: | 290 |
Product dimensions: | 7.00(w) x 10.10(h) x 0.90(d) |
About the Author
Patrick M. Jenlink is Professor of doctoral studies in the Department of Secondary Education and Educational Leadership and Director of the Educational Research Center at Stephen F. Austin State University. His scholarly interests are focused on the politics of identity and teaching.
Table of Contents
PrefaceIntroduction: Teacher Identity: The Nature of Invisibility and the Need for recognitionPatrick M. JenlinkSection I: The Meaning of Identity – Understanding Teacher Identity in a Diverse SocietyChapter 1 – The Metamorphosis of Teacher Identity: An Intersection of Ethnic Consciousness, Self-Conceptualization, and Belief SystemsEllen Riojas Clark and Belinda Bustos FloresChapter 2 – Guardian of the Status Quo or Agent of Change?: An Exploration of the Role of Identity in the SchoolLorraine S. Gilpin and Delores D. ListonChapter 3– Teacher Identity and Intersubjective ExperienceMary Catherine NiñoChapter 4 – Tensions in Teachers’ Identities as Educators for Social JusticeKaren Sirna and Richard TinningSection II: Pedagogical Considerations in Shaping Teacher Identity – Raising Identity Awareness Chapter 5 – The Hazards of Engaging Teacher Identity in a Pre-Service Middle Level Program Cynthia C. Reyes and Penny A. BishopChapter 6 – New Teachers as Cultural Workers: Cultivating a Wide-Awake Consciousness of IdentityRosalie M. RomanoChapter 7 – Becoming a Teacher: A Cross-Cultural Analysis of Motivation and Teacher Identity FormationAnn Nevin, Lori Bradshaw, Maria Cardelle-Elawar, and Rosario Diaz-GreenburgChapter 8 – An Exchange Between Black and White Teacher Educators: Healing, Teaching, Perils and PossibilitiesJean Moule and Ken WinogradChapter 9 – Identity in Cultural Perspective: How it Matters to Teachers and TeachingSusan Florio-Ruane Section III: Gender, Sexual Orientation, and Teacher Identity – Embracing Politics and ProfessionalismChapter 10 – The Irony of Women Teachers’ Beliefs About GenderMichele KahnChapter 11 – From As if to What if: Interrogating Power, Agency, Space, and Self in the Feminized Position of TeacherMary Catherine NiñoChapter 12 – Personal, Professional, and Political Identities of Lesbian Teachers Darline Hunter, Michele Kahn, and Lezlie GlessSection IV: Identity Formation – Writing and Reading Teacher Identity Chapter 13 – Teacher-Candidates and Writer Identity: The Elephant in the RoomLinda Fernsten and Pamela HollanderChapter 14 – Using Literature-Based Strategies with New Teachers to Complicate What They Know about IdentityBeth Berghoff and Kerry HoffmanChapter 15 – Gaining Ideological Clarity: Constructing Positions on Race and Class in Teacher PreparationJane Murray AgeeSection V: Contextualizing Teacher Identity – Situating the Teacher SelfChapter 16 – The Challenge to Care: Personal Reflections of a Black Woman Teacher Educator’s Struggle to Establish Legitimacy in the College ClassroomMarlene Munn JosephChapter 17 – Developing a Contextualized Teacher Identity: Embracing the Culture of the BorderlandsJudith H. Munter, Beverley Calvo, Nancy Tafoya, and Sylvia Trillo Chapter 18 – Enseñanza de la Otro: Engaging Mexican Origin Students as an African-American OutsiderViolet R. Johnson JonesChapter 19 – Bilingual Pre-Service Teachers’ Conocimientos: Shifting and Evolving ConsciousnessLilliana P. Saldaña and Josephine Méndez-NegreteChapter 20 – Learning Our Identity as Teacher: A Palimpsest Writ Large in LifeChapter 21 - Coda: Needed: A Pedagogy of Identity in Teacher PreparationFrom the B&N Reads Blog
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