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Autor/inn/enAllard, Andrea C.; Santoro, Ninetta
TitelTroubling Identities: Teacher Education Students' Constructions of Class and Ethnicity
QuelleIn: Cambridge Journal of Education, 36 (2006) 1, S.115-129 (15 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-764X
SchlagwörterMiddle Class; Teacher Education Programs; Teacher Educators; Student Teachers; Ethnicity; Preservice Teacher Education; Socioeconomic Status; College Students; Student Diversity
AbstractWorking with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, "race", or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape "learner" identities and rarely on how these "also" shape "teachers" identities. This article reports on a research project that explored how student teachers understand ethnicity and socio-economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo-Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education. (Contains 4 notes.) (Author).
AnmerkungenRoutledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals.
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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