Social Identity of the Teacher-Researcher

• In Event: Roundtable Session 16
  In Roundtable Session: Teacher Research: Challenging the Dominant Narrative

Abstract

This paper presents the self-study of a teacher-researcher whose background varied significantly from that of her student-participants. Explored in the paper are the many avenues that the participant-observer in an ethnographic study may take to enter and fully participate in a school community. Preliminary findings indicate that racial and cultural backgrounds need not be determinative of community membership. Rather, membership in a school community may come from myriad aspects of identity, as well as classroom culture.

Author

• Bridgette Moriarity, Springfield Public Schools - Springfield, MA