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ERIC Number: EJ1001284
Record Type: Journal
Publication Date: 2013-Jun
Pages: 5
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1871-1502
Just like My Nanny: Troubling Teacher's Social Identities in the Classroom
Tan, Edna
Cultural Studies of Science Education, v8 n2 p361-365 Jun 2013
Teacher-researcher narrative accounts are essential and insightful for the science education field, yet they are few and far-between. In this forum, I engage in dialogue with Nicole Grimes's auto-ethnographic narrative on the affordances her femme-Caribbean identity allowed for some students to engage more deeply in science. While I agree with and applaud Grimes's reflection on how her perceived social identity had positive effects on some students' engagement in science, I trouble the notion of such a social identity being framed solely as an asset to student learning by examining the power dynamics inherent in the enacted nanny-child relationship. I also propose the need for deeper analyses on how a teacher's social identity can impact students' learning experiences in the science classroom by looking at how the boundaries of the science classroom are redefined and what additional resources are recruited that can foster deeper engagement.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A