Race, Politics, and Teacher Identity: Reflecting on Professional Learning and Practice

• In Event: Sheraton Roundtable Session 17

Session Type: Roundtable Session

Abstract

This symposium interrogates the relationships between teacher learning and teacher-identity through examining the sociocultural contexts of learning to teach and teaching. Drawing on data from teachers in a large, urban district, we describe how teacher learning experiences and contexts of schools influence teacher identity, including their practice, positioning and discourses about teaching. We utilize a variety of critical lenses to examine teacher positioning vis-à-vis the neoliberal climate of schools, racialized structures of schooling, and reflective practice in teachers, all affording a more nuanced view of learning to teach and teacher identity as situated in the complex lives of teachers and schools. This session will be of interest to researchers, teacher-educators, teachers and informal science researchers and educators.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 08: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Chairs

• Carol B. Brandt, Temple University

• Susan McCullough, City College of New York

Papers

• Racial Story Lines and Science Teacher Identity - Jennifer Dawn Adams, University of Calgary

• Informal Science Learning, Teacher Identity, and Politics - Atasi Das, The Graduate Center, CUNY

• Science Teacher Identity, Antiblackness, and Teacher Pedagogical Choices - LaToya Strong, The City University of New York

• Science Teacher Identity and Student Learning in a Museum-Based Master's in Teaching - Cristina Trowbridge, American Museum of Natural History; Jamie Wallace, American Museum of Natural History

• The Impact of Teacher Learner Identity on Teacher Professional Identity - Susan McCullough, City College of New York