A Critical-Place Ethnography of Transfronterizo Teachers at the Intersections of Self-Defense, Self-Creation, and Borderlands Identity Formation

Autor/in	O'Donnell, Jennifer Lee
Titel	A Critical-Place Ethnography of Transfronterizo Teachers at the Intersections of Self-Defense, Self-Creation, and Borderlands Identity Formation
Quelle	In: Ethnography and Education, 18 (2023) 2, S.199-218 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Donnell, Jennifer Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2023.2220461
Schlagwörter	Ethnography; Professional Identity; Resilience (Psychology); Preservice Teachers; Teaching Methods; Teacher Attitudes; Teacher Characteristics; Mexican Americans; Educational Experience; Foreign Countries; Teacher Education Programs; Kindergarten; Elementary Secondary Education; Migrants; Violence; Colonialism; Public Policy; National Security; Transformative Learning; Ethnicity; Social Class; Gender Differences; Self Determination; Barriers; California; Mexico + Suchen Sie Ihr Suchwort? Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Hispanoamerikaner; Bildungserfahrung; Ausland; Migrantin; Gewalt; Kolonialismus; Öffentliche Ordnung; National territory; Security; Staatsgebiet; Sicherheit; Pädagogische Transformation; Ethnizität; Social classes; Soziale Klasse; Geschlechterkonflikt; Selbstbestimmung; Kalifornien; Mexiko
Abstract	Teacher identity work throughout one's academic studies and career has been shown to have a positive impact on teachers' resilience and longevity in the field, in contrast to those who do not engage in these kinds of reflexive practices. This research expands our understanding of teacher identities and how they develop within and outside school settings, acknowledging the complex paths teachers navigate to enter the classroom. To promote reflexive thinking among pre-service and in-service teachers about their identities, how they inform their desire to teach and their instructional practices, this inquiry presents an account of teachers who were at one time transfrontertizos -- when they were students, they crossed the border from Mexico to attend U.S. schools. Drawing from ethnographic research conducted in Calexico and its neighbouring city of Mexicali, it explores how their experiences of crossing back and forth between two countries for education shaped their identities in distinct ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01