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ERIC Number: EJ950470
Record Type: Journal
Publication Date: 2012-Jan
Pages: 32
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-0042-0859
"Becoming" Teachers of Inner-City Students: Identification Creativity and Curriculum Wisdom of Committed White Male Teachers
Jupp, James C.; Slattery, G. Patrick, Jr.
Urban Education, v47 n1 p280-311 Jan 2012
Broadly speaking, this reflection approaches the on-going concern of capacitating an overwhelmingly White teaching profession for effectively teaching inner-city students attending "de facto" segregated schools. Using professional identifications, this reflection presents narrativized understanding of respondents' "becoming" committed teachers of inner-city students through identification creativity driven by alternative masculinity. Respondents' professional identifications, articulating identification creativity, provide an understanding of curriculum wisdom for teaching in inner-city schools that includes race visibility, difference within difference, and relational-experiential pedagogy. Last, this reflection urges researchers toward a "second wave" of White teacher identity studies based on directions emerging in this research. (Contains 6 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas