Teachers' narrative identity formations

Date
2015
Authors
Farias, Tiffany
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Journal ISSN
Volume Title
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Abstract

According to the National Center for Education Statistics, "83 percent of the teaching force of public schools nationally is still white, while only 7 percent of all classroom teachers are of Latino descent" (Darder and Torres, 2013, p. 2). Thus, this study seeks to bring attention to the complex and unique lived experiences of elementary public school teachers who work with socio-economically diverse students by calling attention to how teachers represent their identities through narrative as well as through interactions with students. The theoretical framework for this study is rooted in feminist poststructuralist thought. Feminist poststructuralist thought is a theory that investigates the relationships between the individual and the social; the way women make sense of their experience(s), aim at transforming institutions such as schools, and rejects the view that research is objective or unbiased (Weedon, 1996; Norton, 2000). In this sense, feminist poststructuralism offers an explanation of "where our experience comes from, why it is contradictory or incoherent and why and how it can change" (Weedon, 1996, p. 41). The identities of the teachers involved in the study underscored the negotiation between her personal narrative as a teacher and the institutionalized master narrative of the school that was a part of the teaching practice. The teachers' narratives shed light on the ways that their interactions with students have influenced the ways in which they frame and form their identities.

Description
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Keywords
Diversity, Teacher Identity
Citation
Department
Bicultural-Bilingual Studies