The Ideological Becoming of International Graduate Assistants in a U.S. University: Insights for Diversifying the Faculty of Teacher Education Programs

• In Event: Roundtable Session 95
  In Roundtable Session: Indigenous Cultures and Knowledge—and Teacher Education

Abstract

This paper draws on a Bakhtinian theoretical framework to trace the ideological becoming—or development of ways of viewing the world and their place in it—of international graduate assistants working in a Midwestern United States teacher education program. Ideological selves are developed when persons negotiate available resources in their environment—people, discourses, and contexts. We interrogated the experiences and outcomes of these for international graduate assistants as they negotiated challenging teaching contexts and made future career plans.

Authors

• Mary Louise Gomez, University of Wisconsin - Madison

• Amy Johnson Lachuk, University of South Carolina