Teacher Identity and the Struggle for Recognition

Patrick M. Jenlink is Professor of doctoral studies in the Department of Secondary Education and Educational Leadership and Director of the Educational Research Center at Stephen F. Austin State University. His scholarly interests are focused on the politics of identity and teaching.

• PrefaceIntroduction: Teacher Identity: The Nature of Invisibility and the Need for recognitionPatrick M. JenlinkSection I: The Meaning of Identity – Understanding Teacher Identity in a Diverse SocietyChapter 1 – The Metamorphosis of Teacher Identity: An Intersection of Ethnic Consciousness, Self-Conceptualization, and Belief SystemsEllen Riojas Clark and Belinda Bustos FloresChapter 2 – Guardian of the Status Quo or Agent of Change?: An Exploration of the Role of Identity in the SchoolLorraine S. Gilpin and Delores D. ListonChapter 3– Teacher Identity and Intersubjective ExperienceMary Catherine NiñoChapter 4 – Tensions in Teachers’ Identities as Educators for Social JusticeKaren Sirna and Richard TinningSection II: Pedagogical Considerations in Shaping Teacher Identity – Raising Identity Awareness Chapter 5 – The Hazards of Engaging Teacher Identity in a Pre-Service Middle Level Program Cynthia C. Reyes and Penny A. BishopChapter 6 – New Teachers as Cultural Workers: Cultivating a Wide-Awake Consciousness of IdentityRosalie M. RomanoChapter 7 – Becoming a Teacher: A Cross-Cultural Analysis of Motivation and Teacher Identity FormationAnn Nevin, Lori Bradshaw, Maria Cardelle-Elawar, and Rosario Diaz-GreenburgChapter 8 – An Exchange Between Black and White Teacher Educators: Healing, Teaching, Perils and PossibilitiesJean Moule and Ken WinogradChapter 9 – Identity in Cultural Perspective: How it Matters to Teachers and TeachingSusan Florio-Ruane Section III: Gender, Sexual Orientation, and Teacher Identity – Embracing Politics and ProfessionalismChapter 10 – The Irony of Women Teachers’ Beliefs About GenderMichele KahnChapter 11 – From As if to What if: Interrogating Power, Agency, Space, and Self in the Feminized Position of TeacherMary Catherine NiñoChapter 12 – Personal, Professional, and Political Identities of Lesbian Teachers Darline Hunter, Michele Kahn, and Lezlie GlessSection IV: Identity Formation – Writing and Reading Teacher Identity Chapter 13 – Teacher-Candidates and Writer Identity: The Elephant in the RoomLinda Fernsten and Pamela HollanderChapter 14 – Using Literature-Based Strategies with New Teachers to Complicate What They Know about IdentityBeth Berghoff and Kerry HoffmanChapter 15 – Gaining Ideological Clarity: Constructing Positions on Race and Class in Teacher PreparationJane Murray AgeeSection V: Contextualizing Teacher Identity – Situating the Teacher SelfChapter 16 – The Challenge to Care: Personal Reflections of a Black Woman Teacher Educator’s Struggle to Establish Legitimacy in the College ClassroomMarlene Munn JosephChapter 17 – Developing a Contextualized Teacher Identity: Embracing the Culture of the BorderlandsJudith H. Munter, Beverley Calvo, Nancy Tafoya, and Sylvia Trillo Chapter 18 – Enseñanza de la Otro: Engaging Mexican Origin Students as an African-American OutsiderViolet R. Johnson JonesChapter 19 – Bilingual Pre-Service Teachers’ Conocimientos: Shifting and Evolving ConsciousnessLilliana P. Saldaña and Josephine Méndez-NegreteSection VI: Being, Becoming a Teacher – Reflections on Teacher Identity Chapter 20 – Learning Our Identity as Teacher: A Palimpsest Writ Large in LifePatrick M. JenlinkChapter 21 - Coda: Needed: A Pedagogy of Identity in Teacher PreparationPatrick M. JenlinkAbout the Editor and Contributing Authors

In this book, Patrick Jenlink has collected a provocative set of essays about the meaning and nature of teacher identity in today’s acutely political educational climate. With striking clarity, the essays make two arguments: that invisibility based on cultural difference is a deep threat to public education, and that constructing pedagogy and curriculum for America’s schools based on recognition can be a powerful antidote.