The Diaspora Sensibility in Teacher Identity: Locating Self through Story.

Abstract

The concept of diaspora describes the dispersal of persons from their traditional homeland, across national and cultural borders. We explore disasporic (dis)location as it disrupts and recreates teacher identity. The nomadic movement across borders in professional development is best understood through narrative; hence we examine the self‐constructed narratives of three participants in a graduate class representing diverse cultural backgrounds who traced their complex and shifting teacher stories as a construct to understand the complex shifts in their identities. In a rapidly changing global migration, these narratives provide insight into the navigations and negotiations of diasporic journeys and shifting, evolving perceptions of teacher identities.