Regardless, my students and I pressed on”
How Early-Career Teachers Develop Activist Identities
Bibliographic Data
| ID | 11258337 |
|---|---|
| Authors | Karen Zaino (0000-0002-7615-0860, City University of New York, corresponding author), Limarys Caraballo (0000-0002-9493-1054, Columbia University), Topher Bigelow (New York City Department of Education), Michelle Coleman (0000-0002-2615-1021, City University of New York), Ameila Inderjeit, Nyree Wright (Cesar Rodney School District) |
| Year | 2022 |
| Volume | 97 |
| Issue | 5 |
| Pages | 567-583 |
| Publication date | 2022-10-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0161956x.2022.2125758 |
| OpenAlex | W4306406895 |
| Language | EN |
| Citations received | 4 |
| References cited | 46 |
This paper, coauthored by a graduate student, a professor of education, and four early-career teachers, extends recent scholarly efforts to understand how teachers develop activist identities and how teacher education might support this development. Four researcher-participants, practicing teachers, composed narratives that trace their journeys as secondary students through their undergraduate and graduate coursework and, finally, into the early years of their teaching careers, with specific attention to how they came to identify as educational activists. Drawing on practice theories of identities, we collaboratively analyzed these narratives, considering the intertwined internal processes, interpersonal dynamics, and contextual dimensions that shape early-career teachers’ understandings of themselves as activists and approaches to educational activism. We conclude with implications for educator preparation programs, highlighting the importance of supporting individual reflection, providing sustained opportunities to develop critical consciousness through supportive relationships, and explicitly teaching aspiring and current teachers to seek out and create contexts that will allow them to engage effectively in educational activism
Coursework · Identity (music · Interpersonal communication · Mathematics education · Narrative · Narrative inquiry · Pedagogy · Sociology · Teacher education · Critical Race Theory in Education · Global Education and Multiculturalism · Psychology · Social Psychology · Teacher Education and Leadership Studies
The Education of Blacks in the South, 1860-1935
The Reorder of Things
Humanizing Research
Teacher Activism
Narrative Inquiry as Pedagogy in Education
The Space between Listening and Storying
The Reorder of Things
Questions of Cultural Identity
Documenting sociopolitical development via participatory action research (PAR) with women of color student activists in the neoliberal university
Trans activism and advocacy among transgender students in higher education
Blending scholar and activist identities
When saying you care is not really caring’
How to become less deadly
Reimagining impact
Empowerment and transformation
Youth activism in the urban community
Becoming a youth activist in the internet age
Critical narrative analysis
In the Name of (Pedagogical) Love
Active Solidarity
Critical Listening and Storying
Tending to the Heart of Communities of Color
Student Activism in the Neoliberal University
Fugitive Practices
Troubling Education
Collaborative inquiry
Lessons for Teacher Education
From Ideal to Practice and Back Again
Studying the Struggle
Become History
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |