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ERIC Number: EJ894466
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1946-7109
Forged in the Crucibles of Difference: Building Discordant Communities
Cann, Colette; DeMeulenaere, Eric
Penn GSE Perspectives on Urban Education, v7 n1 p41-53 Sum 2010
In this article, the authors present a narrative that illuminates alternative visions for connecting K12/college collaborations, exploring the potential for social justice work at the intersection of K12 teaching and academia. Told as a collective autoethnography in narrative form, they recount their decisions to teach in K12 spaces, while simultaneously pursuing their careers as professors. Their narrative serves as a reflexive analysis of the challenges faced as their K12 and college worlds collide. The authors find that teaching at the K12 level, alongside their college students, fosters powerful pedagogies. This autoethnography explores the possibilities and complexities at the intersections of personal, K12 teacher and academic identities. (Contains 2 endnotes.)
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A