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(Re)narrating Teacher Identity

Telling Truths and Becoming Teachers


Audrey Lensmire and Anna Schick

With surprising candor, the authors of (Re)narrating Teacher Identity: Telling Truths and Becoming Teachers crack open what it means to become and be a teacher in the twenty-first century United States. In an effort to dig deeper into the challenge of teaching, four new teachers engaged in a summer writers workshop. Drawing from the work of Barbara Kamler (2001), the teachers used artifacts such as school graffiti and text messages to "reposition" and (re)narrate their identities as teachers. In braving truth-telling, the authors built a collective well-being. These stories are an important resource for novice teachers, experienced teachers, and teacher educators alike for disrupting dominant teacher narratives and moving towards alternatives.

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Series Index


sj Miller & Leslie David Burns G E N E R A L E D I T O R S

Social Justice Across Contexts in Education addresses how teaching for social justice, broadly defined, mediates and disrupts systemic and structural inequities across early childhood, K–12 and postsecondary disciplinary, interdisciplinary and/or transdisciplinary educational contexts. This series includes books exploring how theory informs sustainable pedagogies for social justice curriculum and instruction, and how research, methodology, and assessment can inform equitable and responsive teaching. The series constructs, advances, and supports socially just policies and practices for all individuals and groups across the spectrum of our society’s education system.

Books in this series provide sustainable models for generating theories, research, practices, and tools for social justice across contexts as a means to leverage the psychological, emotional, and cognitive growth for learners and professionals. They position social justice as a fundamental aspect of schooling, and prepare readers to advocate for and prevent social justice from becoming marginalized by reform movements in favor of the corporatization and deprofessionalization of education. The over-arching aim is to establish a true field of social justice education that offers theory, knowledge, and resources for those who seek to help all learners succeed. It speaks for, about, and to classroom teachers, administrators, teacher educators, education researchers, students, and other key constituents who are committed to transforming the landscape of schools and communities.

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