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Identity and Teachers: Teacher Sense-Making in Context
Sun, April 15, 12:25 to 1:55pm, Vancouver Convention Centre, Floor: Second Level, West Room 217&218Session Submission Type: Paper Session
Abstract
How do teachers experience students’ diverse identities in various classroom contexts? How can curriculum support and nurture students as they come to understand themselves? How do white teachers’ racial knowledge impact student learning? These questions and others will be explored through this thought-provoking and time-sensitive cluster of papers.
Sub Unit
Chair
Papers
Exploring Teacher Identity: A Pilot Study of Immigrant Chinese Teachers of Mandarin in a Canadian University - Yujia Jiang, Simon Fraser University
Preservice Teachers’ Attitudes About Diversity as a Result of a Semester Study Abroad Program - Sandra Mammano Linder, Clemson University
Hip-Hop Identity and Curriculum Construction Among Urban Public High School English Teachers - H. Bernard Hall, West Chester University of Pennsylvania
Identity Development in Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming School Teachers - James J. Watters, Queensland University of Technology; Carmel M. Diezmann, Australian Catholic University
When You Don’t Know What You Don’t Know: Racial Touchstones and White Teachers’ Racial Sense Making - Amanda J. Taylor, Harvard University