Re(framing) identity
Teacher educators’ experiences with marginalization
Bibliographic Data
| ID | 21555998 |
|---|---|
| Authors | Karen Ramlackhan (0000-0002-1699-2652, University of South Florida, corresponding author), Ann Cranston‐Gingras (University of South Florida), Ann Cranston-Gingras (University of South Florida), Nicholas Catania (0000-0002-3822-4339, University of South Florida), Gordon Brobbey (0000-0002-5784-5528, University of South Florida), Georgina Rivera-Singletary (Saint Leo University, Saint Leo, FL, USA) |
| Year | 2022 |
| Volume | 41 |
| Issue | 3 |
| Pages | 852-866 |
| Publication date | 2022-04-16 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Higher Education Research & Development (JOURNAL) |
| Journal identifiers | ISSN: 0729-4360 • E-ISSN: 1469-8366 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07294360.2021.1877632 |
| OpenAlex | W3128748973 |
| Language | EN |
| Citations received | 5 |
| References cited | 34 |
Interest in teacher educator research continues to grow with a focus on the influence of identity development on educator practices in teacher education programs. Scant in the research, however, is an awareness about how life experiences with marginalization contribute toward the development of teacher educators’ identities, particularly those focused on social justice, inclusion and individual dignity. In this study, collaborative autoethnography, an emerging qualitative method involving two or more researchers sharing their personal and professional narratives around particular topics, is utilized to explore the individual and collective experiences with marginalization of five teacher educators, and the influences of these experiences on their professional identities and teaching practices in education preparation programs in the United States. Implications for research and practice are discussed
Autoethnography · Dignity · Narrative · Narrative inquiry · Pedagogy · Political science · Professional development · Qualitative research · Social justice · Social science · Sociology · Teacher education · Critical Race Theory in Education · Gender Studies · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Intersectionality of sexuality, ethnicity, and ‘(non-)native-speakerness’
Class in session
Offshore doctoral identity negotiation during Covid-19
Examining science and mathematics teacher candidates' evolving perceptions and identities through a STEM early field experience with marginalized youth
Identity and Language Advocacy
Teacher educators’ identity
Safe Space
Who believes in me? The effect of student–teacher demographic match on teacher expectations
Stigma
Understanding and expressing academic identity through systematic autoethnography
Exploiting the margins in higher education
Culturally Relevant Pedagogy 2.0
Troubling Practice
Culturally Sustaining Pedagogy
Teachers Are People Too
The Ethico‐politics of Teacher Identity
Being “Loud”
The Social Construction of What
Exploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools
Chapter 3
Theorizing Language Teacher Identity
Gender
Fitting the Methodology with the Research
Acting on Beliefs in Teacher Education for Cultural Diversity
Decolonizing Methodologies
Focus Groups as Transformative Spiritual Encounters
Telling Secrets, Revealing Lives
| Citations per year | 1.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |