The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
The Ethico‐politics of Teacher Identity
Open accessAbstract
Identity is a contemporary buzzword in education, referencing the individual and the social, the personal and the political, self and other. Following Maggie MacLure, we can think of identity in terms of teachers ‘arguing for themselves’, or giving an account of themselves. Yet in the wake of poststructuralism's radical de‐centering of the subject and its highlighting of a number of impediments to agency, we might well ask how teachers are to give an account of themselves? This paper offers reading of identity that recognizes its paradoxical aspects, yet also contains scope for ethical agency. The latter is explored via a ‘diagram’ that utilizes Foucault's four axes of ethics to elaborate a framework for thinking about teacher identity as ethical self‐formation and for engaging in what I refer to here as ‘identity work’. This approach to thinking about teacher identity recognizes our discursive determination, yet also offers scope for recognizing and building ethical agency.
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Cites
Positioning: The Discursive Production of Selves
DAVIES, B., & HARRÉ, R. (1990) · Journal for the Theory of Social Behaviour · doi:10.1111/j.1468-5914.1990.tb00174.x · Cited by 5,357
Chapter 3 : Identity as an Analytic Lens for Research in Education
Gee, J. P. (2000) · Review of Research in Education · doi:10.3102/0091732x025001099 · Cited by 2,727
Sfard, A., & Prusak, A. (2005) · Educational Researcher · doi:10.3102/0013189x034004014 · Cited by 1,617
Emotions and Teacher Identity: A poststructural perspective
Zembylas, M. (2003) · Teachers and Teaching · doi:10.1080/13540600309378 · Cited by 963
Alsup, J. (2006) · doi:10.4324/9781410617286 · Cited by 556
Identity learning: the core process of educational change
Geijsel, F., & Meijers, F. (2005) · Educational Studies · doi:10.1080/03055690500237488 · Cited by 326 · cited 2×
“…Søreide, 2006), studies of the formation of teachers’ emotions (Evans, 2002; Zembylas, 2003a, b), and studies of teachers’ praxis (Britzman, 1991; Britzman, 1994; Santoro, 1997; Danielewicz, 2001; Phillips, 2002; Miller Marsh, 2003; Brown & McNamara, 2005; Geijsel & Meijers, 2005; Alsup, 2006).”
Cited by
Identity and a Model of Investment in Applied Linguistics
Darvin, R., & Norton, B. (2015) · Annual Review of Applied Linguistics · doi:10.1017/s0267190514000191 · Cited by 1,186
Identity, language learning, and social change
Norton, B., & Toohey, K. (2011) · Language Teaching · doi:10.1017/s0261444811000309 · Cited by 1,168
Introduction: Identity, Transdisciplinarity, and the Good Language Teacher
De Costa, P. I., & Norton, B. (2017) · The Modern Language Journal · doi:10.1111/modl.12368 · Cited by 426
Metadata
- Authors
- Clarke, M.
- Venue
- Educational Philosophy and Theory
- Publisher
- Informa UK Limited
- Published
- 2009-01
- Volume
- 41
- Issue
- 2
- Pages
- 185-200
- ISSN
- 0013-1857 (ISSN-L)
- 1469-5812
- OpenAlex
- W1985328109
- Cited by
- 286
- References
- 6
- FWCI
- 20.91
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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