In the Name of Teaching
The Embodied Journey of a Different Kind of Educator
Bibliographic Data
| ID | 8923711 |
|---|---|
| Authors | Yolanda Medina (0000-0002-0185-7589, City University of New York, corresponding author) |
| Year | 2016 |
| Volume | 52 |
| Issue | 2 |
| Pages | 177-187 |
| Publication date | 2016-03-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2016.1146033 |
| OpenAlex | W2319083145 |
| Language | EN |
| Citations received | 2 |
| References cited | 1 |
The use of autobiography in the development of teacher identity can lead to a deeper critical examination of how issues of race, social class, gender, and gender identity affect experience and worldview. This path can helps future teachers become more attuned to the issues they will confront in their classrooms. In this speech, the author shares her own personal experiences to illustrate this aforementioned point. She shares her educational autobiography and highlights those educators who helped shape her educational practice and the relationship she has with her students
Aesthetics · Affect (linguistics · Art · Biography · Class (philosophy · Embodied cognition · Epistemology · Identity (music · Literature · Pedagogy · Personal identity · Point (geometry · Self-concept · Social science · Sociology · Critical Race Theory in Education · Gender Studies · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 2017 - 2019 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |