教师身份中的散居情感:通过故事定位自我。

Q3 Social Sciences
M. Kooy, E. Freitas
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引用次数: 19

摘要

散居的概念描述了人们从他们的传统家园,跨越国家和文化边界的分散。我们探索离散(dis)的位置,因为它破坏和重建教师的身份。通过叙事,我们可以更好地理解职业发展中跨越国界的游牧运动;因此,我们研究了一个研究生班中代表不同文化背景的三位参与者的自我建构叙事,他们将他们复杂和不断变化的教师故事作为一个结构来理解他们身份的复杂转变。在快速变化的全球移民中,这些叙述提供了对散居旅行的导航和谈判以及对教师身份的不断变化和演变的看法的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Diaspora Sensibility in Teacher Identity: Locating Self through Story.
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.
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来源期刊
Canadian Journal of Education
Canadian Journal of Education Social Sciences-Education
CiteScore
0.80
自引率
0.00%
发文量
60
审稿时长
24 weeks
期刊介绍: The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.
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