A critical-place ethnography of transfronterizo teachers at the intersections of self-defense, self-creation, and borderlands identity formation

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2023-04-03 DOI:10.1080/17457823.2023.2220461

Jennifer Lee O’Donnell

引用次数: 0

Abstract

ABSTRACT Teacher identity work throughout one’s academic studies and career has been shown to have a positive impact on teachers’ resilience and longevity in the field, in contrast to those who do not engage in these kinds of reflexive practices. This research expands our understanding of teacher identities and how they develop within and outside school settings, acknowledging the complex paths teachers navigate to enter the classroom. To promote reflexive thinking among pre-service and in-service teachers about their identities, how they inform their desire to teach and their instructional practices, this inquiry presents an account of teachers who were at one time transfrontertizos – when they were students, they crossed the border from Mexico to attend U.S. schools. Drawing from ethnographic research conducted in Calexico and its neighbouring city of Mexicali, it explores how their experiences of crossing back and forth between two countries for education shaped their identities in distinct ways.

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在自卫、自我创造和边疆认同形成的交叉点上，跨国界教师的关键地点民族志

摘要：在一个人的学术研究和职业生涯中，教师身份认同工作已被证明对教师在该领域的韧性和寿命有积极影响，而那些不参与这些反射性实践的教师则相反。这项研究扩展了我们对教师身份及其在学校内外如何发展的理解，承认了教师进入课堂的复杂路径。为了促进职前和在职教师对自己的身份、如何告知自己的教学愿望和教学实践进行反思，本调查对曾经是跨国界教师的教师进行了描述——当他们还是学生时，他们从墨西哥越境进入美国学校。它借鉴了在卡莱西科及其邻近城市墨西卡利进行的人种学研究，探讨了他们在两国之间来回接受教育的经历如何以不同的方式塑造了他们的身份。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.