Culturally Responsive Teacher Identity: Being and Becoming in an International Specialization Program

• In Event: Roundtable Session 55
  In Roundtable Session: Invigorating and Reexperiencing Teacher Identity and Teacher Education in International/Transnational Contexts

Abstract

This paper reports on research on one preservice teachers' professional identity development as a global citizen who embraces culturally responsive practices. An interpretive case study was conducted so as to describe turns in identity before, during, and after an international teaching experience in rural Kenya. The conceptual framework was created from the intersections of current theories of identity development, narrative inquiry, and culturally responsive teaching. The analysis revealed the intersectionalities of competing forces and agendas that led to a struggle for agency, activism and cultural sensitivity as a culturally responsive and responsible self was forged.

Author

• Janet Ferguson, University of Prince Edward Island