Teacher identity is shaped by recognition or its absence, often by
misrecognition of others. Recognition as a teacher, or the strong
and complex identification with one's professional culture and
community, is necessary for a positive sense of self. Increasingly,
teachers are entering educational settings where difference
connotes not equal, better/worse, or having more/less power over
resources. Differences between discourses of identity are braided
at many points with a discourse of racism, both interpersonal and
structural. Teacher Identity and the Struggle for Recognition
examines the nature of identity and recognition as social,
cultural, and political constructs. In particular, the contributing
authors to the book present discussions of the professional work
necessary in teacher preparation programs concerned with preparing
teachers for the complexities of teaching in schools that mirror an
increasingly diverse society. Importantly, the authors illuminate
many of the often problematic structures of schooling and the
cultural politics that work to define one's identity - drawing into
specific relief the nature of the struggle for recognition that all
face who choose to entering teaching as a profession.
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