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Troubling identities: teacher education students` constructions of class and ethnicity

Allard, Andrea C. and Santoro, Ninetta 2006, Troubling identities: teacher education students` constructions of class and ethnicity, Cambridge journal of education, vol. 36, no. 1, pp. 115-129, doi: 10.1080/03057640500491021.

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Title Troubling identities: teacher education students` constructions of class and ethnicity
Author(s) Allard, Andrea C.
Santoro, Ninetta
Journal name Cambridge journal of education
Volume number 36
Issue number 1
Start page 115
End page 129
Publisher Routledge
Place of publication Cambridge, England
Publication date 2006-03
ISSN 0305-764X
1469-3577
Summary Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, 'race', or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape learner identities and rarely on how these also shape teachers' identities. This article reports on a research project that explored how student teachers understand ethnicity and socio-economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo-Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education.
Language eng
DOI 10.1080/03057640500491021
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003514

Document type: Journal Article
Collection: School of Education
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