Using Intersectionality Theory to Analyze One JROTC Instructor's Context for Teaching

• In Event: Sheraton Roundtable Session 5
  In Roundtable Session: Teaching Across Contexts: Meaning Making Across Complex Landscapes

Abstract

Junior Reserve Officer Training Corps (JROTC) instructors have a notable presence in the lives of secondary students. However, in-service teacher education has yet to consider ways to provide instruction for JROTC instructors. This single case study explores the teaching context of one JRTOC instructor as he took a graduate-level course on content area literacy. We utilized intersectionality theory to illuminate power relations between his military and secondary school worlds. Findings suggest that perceptions of learning, “teaching to standard and not to time,” and conformity were influential in describing Sergeant’s teaching context. Implications suggest the need to provide contextualized teacher education that considers the needs of JROTC instructors and their students.

Authors

• Julie Smit, Texas Tech University

• Stephanie Millett, Texas Tech University