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

Version 2 2024-06-13, 07:42
Version 1 2014-10-27, 16:33
journal contribution
posted on 2024-06-13, 07:42 authored by A Allard, N Santoro
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.

History

Journal

Cambridge journal of education

Volume

36

Pagination

115-129

Location

Cambridge, England

ISSN

0305-764X

eISSN

1469-3577

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2006, Taylor & Francis

Issue

1

Publisher

Routledge

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