Becoming Teachers of Inner-City Students: Identification Creativity and Curriculum Wisdom of Committed White Male Teachers Academic Article uri icon

abstract

  • 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.

published proceedings

  • URBAN EDUCATION

author list (cited authors)

  • Jupp, J. C., & Slattery, G.

citation count

  • 21

complete list of authors

  • Jupp, James C||Slattery, G Patrick Jr

publication date

  • January 2012