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Author: Sara Makris
Publisher: Springer
ISBN: 3319674471
Category : Education
Languages : en
Pages : 92
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Book Description
This book portrays the experiences of self-described “outsider” or “other” teachers—teachers whose identities set them apart from their students based upon combinations of race, class, gender identity, sexual orientation, nationality, ability status, religion, or other identity characteristics. The teachers profiled bring experiences of social isolation and difference into the classroom and demonstrate perspectives and habits of mind that inform a nuanced approach to interaction with students.
Author: Sara Makris
Publisher: Springer
ISBN: 3319674471
Category : Education
Languages : en
Pages : 92
Get Book Here
Book Description
This book portrays the experiences of self-described “outsider” or “other” teachers—teachers whose identities set them apart from their students based upon combinations of race, class, gender identity, sexual orientation, nationality, ability status, religion, or other identity characteristics. The teachers profiled bring experiences of social isolation and difference into the classroom and demonstrate perspectives and habits of mind that inform a nuanced approach to interaction with students.
Author: Yasmine Romero
Publisher:
ISBN:
Category :
Languages : en
Pages : 268
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Book Description
Current research in teaching English to speakers of other languages (TESOL) has begun to explore how variables of race, gender, and sexuality impact student identities and investment (Motha, 2014; Norton and Davis, 2011). For example, Nelson’s (2009) foundational work on sexual diversity as a pedagogical resource has addressed the need for engaging sexuality in our research and teaching practices. Explorations have been limited to a variable-by-variable approach, or an in-depth and nuanced exploration of each intersection; however, this approach can lead to considering variables such as race, gender, and sexuality as mutually exclusive, making it impossible to investigate voices and narratives that cannot be fully understood by a single identity. Furthermore, this kind of approach inadvertently constructs these variables as static, concrete categories, contradicting the post-structuralist notion of identity as fluid, performative, and multiple. By taking a variable-with-variable, approach, or an intersectional approach, researchers will not only be able to overcome these limitations, but will also be able to challenge, develop, and revise theories of language, identity and investment in the field of TESOL. I explore what an intersectional approach is, what it enables us to accomplish in our research and teaching, and its symbolic and material consequences for our understanding of language and identity. By laminating methodological and theoretical approaches including Crenshaw’s (1999) concept of intersectionality, I build what I term a variable-with-variable approach which I use to research my own classroom, a 200-level composition course for multilingual language learners (MLLs). I examine the constructions of race, gender, and sexuality, the narrations of critical moments in classroom interaction, and the ways in which students and I encounter the convergence of these identity intersections. This kind of approach allows us to ask: in what ways do classroom and research practices that focus on sexuality engage with overlaps of race and gender? How does investigating sexual identities without addressing race, gender, class, or other intersections nullify and/or silence the voices and narratives of queers of color? I address these questions and more in my interrogation of the convergence of race, gender, and sexuality in the context of my own classroom.
Author: Stephanie Anne Shelton
Publisher: Springer
ISBN: 3319905902
Category : Education
Languages : en
Pages : 211
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Book Description
This edited volume explores the diversities and complexities of women’s experiences in higher education. Its emphasis on personal narratives provides a forum for topics not typically found in in print, such as mental illness, marital difficulties, and gender identity. The intersectional narratives afford typically disenfranchised women opportunities to share experiences in ways that de-center standard academic writing, while simultaneously making these stories accessible to a range of readers, both inside and outside higher education.
Author: Daniel S. Strasser
Publisher: Rowman & Littlefield
ISBN: 1793618062
Category : Language Arts & Disciplines
Languages : en
Pages : 219
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Book Description
This collection, edited by Daniel S. Strasser, was unearthed from the demand for more inclusive and expansive dialogues on intersectional identities, ethnicity, neuro-diversity, physical ability, religion, sexual orientation, class, and gender performance in academia. The autoethnographic and narrative accounts within Communication and Identity in the Classroom: Intersectional Perspectives of Critical Pedagogy offer personal, experiential perspectives on the power of identity to influence educators in classroom and mentoring spaces. The multiple perspectives offered here promote dialogue about how personal experience provides the ground upon which we build more dynamic relationships and communities. The contributors’ experiences offer examples for a more expansive understanding of privilege, oppression, and identity. These seeds for conversation nourish discourses that build new communicative bridges between educators and students as we prepare to face the next interaction, class, and challenges and opportunity for resilience. This collection invites educators to be critical of their bodies, of their politics, of their intersecting identities, and acknowledge in words and actions that our bodies are political. Throughout this collection the contributors expand upon theories and methods of critical communication scholarship, radical love, and intersectionality using their embodied pedagogical experiences to ground the scholarship.
Author: Robin Phelps-Ward
Publisher: Taylor & Francis
ISBN: 1000770265
Category : Education
Languages : en
Pages : 186
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Book Description
Stories and personal narratives are powerful tools for engaging in self-reflection and application of critical theory in higher educational contexts. This edited text centers "name stories" as a vehicle to promote readers’ understanding of social identity, oppression, and intersectionality in a variety of educational contexts from residence halls and classrooms to faculty development workshops and executive leadership board rooms. The contributors in this volume reveal how names may serve as entry points through which to foster learning and facilitate conversations about identity, power, privilege, and systems of oppression. Through an intersectional perspective, chapter authors reveal interlocking systems of oppression in education while also providing recommendations, lessons learned, reflection questions, and calls to action for those working to transform and advance equity-minded campus climates. This unique volume is for educators at colleges and universities doing equity work, seeking ways to initiate, facilitate, and maintain rich conversations about identity.
Author: Scott L. Moore
Publisher:
ISBN:
Category :
Languages : en
Pages : 636
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Book Description
Structured by the theoretical framework of intersectionality, this comparative case study traced perceptions of Whiteness in literacy instruction by three queer, transgender or gender expansive (TGE), or cisgender female, Black and/or Latinx middle school students. The study addresses significant gaps in research, which has rarely explored the valence of all aspects of the intersectional identities of this population of middle school literacy learners and tends to perpetuate erasure by adopting single- or multiple-axis lenses to students' identities.The study was structured by a transferable curriculum crafted around questions, arts-based expressions, and narrative inquiry to support participants' narrativizing about their intersectional identities, their experiences with Whiteness and perceptions of it inside and outside of school, and their imaginings about what liberatory literacy instruction would look and feel like. The curriculum-as-method demanded researcher autoethnography throughout the study by way of personal narratives. As intersectionality necessitates locality via storytelling, the study sought idea- and question-generation rather than generalizable results. The re-storied narratives-as-results were localized, and in interaction with the reader, speak to the three axes (horizontal, vertical, and transversal) of comparative case study. The study sought to create spaces for participants and researcher alike to creatively express themselves, curiosity, and freedom dreaming in the pursuit of liberating and abolitionist literacy instruction. In addressing existing gaps in research in terms of participants, frameworks, and methods, this study serves as a call to action in the fields of education and literacy studies and its two-pronged process can be modified and implemented by other educators and researchers.
Author: Aubrey H. Wang
Publisher: Taylor & Francis
ISBN: 1040088562
Category : Education
Languages : en
Pages : 143
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Book Description
This book explores a social change and transformational approach to leadership. As educational leaders are increasingly serving a changing demographic of students and also address persistent challenges and heightened tension around race and equity, it is becoming necessary for educators to approach leadership in new and radical ways. Designed for aspiring and current leaders, this book highlights stories of courageous educational leaders with intersectional identities who interrogate and reflect on how their intersectionality shaped their leadership. In turn, these stories help readers explore how lived experiences and deeply held values can shape and inform their own leadership. Chapters conclude with a reader’s guide, prompting reflection upon the nuances of each leader’s journey, and thus, facilitating the discourse of marginalized experiences in educational leadership. This new approach to professional learning helps today’s aspiring principals, aspiring superintendents, and practicing administrators learn how intersectional leadership can help them navigate multiple marginalized spaces and codify new notions of power and success. This volume generates a collection of compelling counter narratives that the field needs to hear.
Author: Sue Motulsky
Publisher:
ISBN: 9781648024801
Category : Education
Languages : en
Pages : 218
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Book Description
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Narratives on Becoming: Identity and Lifelong Learning, Volume Three of the series, explores a myriad of ways that authors' personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions.
Author: Kim A. Case
Publisher: Routledge
ISBN: 1317374231
Category : Education
Languages : en
Pages : 258
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Book Description
Intersectional Pedagogy explores best practices for effective teaching and learning about intersections of identity as informed by intersectional theory. Formatted in three easy-to-follow sections, this collection explores the pedagogy of intersectionality to address lived experiences that result from privileged and oppressed identities. After an initial overview of intersectional foundations and theory, the collection offers classroom strategies and approaches for teaching and learning about intersectionality and social justice. With contributions from scholars in education, psychology, sociology and women’s studies, Intersectional Pedagogy include a range of disciplinary perspectives and evidence-based pedagogy.
Author: Santosh Khadka
Publisher: Routledge
ISBN: 1351067133
Category : Education
Languages : en
Pages : 362
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Book Description
This book features theorized narratives from academics who inhabit marginalized identity positions, including, among others, academics with non-normative genders, sexualities, and relationships; nontenured faculty; racial and ethnic minorities; scholars with HIV, depression and anxiety, and other disabilities; immigrants and international students; and poor and working-class faculty and students. The chapters in this volume explore the ways in which marginalized identities fundamentally shape and impact the academic experience; thus, the contributors in this collection demonstrate how academic outsiderism works both within the confines of their college or university systems, and a broader matrix of community, state, and international relations. With an emphasis on the inherent intersectionality of identity positions, this book addresses the broad matrix of ways academics navigate their particular locations as marginalized subjects.
