Emotions and Positional Identity in Becoming a Social Justice Science Teacher: Nicole's Story

Autor/in	Rivera Maulucci, Maria S.
Titel	Emotions and Positional Identity in Becoming a Social Justice Science Teacher: Nicole's Story
Quelle	In: Journal of Research in Science Teaching, 50 (2013) 4, S.453-478 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21081
Schlagwörter	Social Justice; Poverty; Urban Schools; Emotional Response; Identification (Psychology); African Americans; Preservice Teachers; Student Teacher Attitudes; Science Teachers; Chemistry; Career Choice; Multicultural Education; At Risk Persons; Altruism; Social Bias; Teacher Role; Secondary School Science; Secondary School Teachers; Autobiographies; Case Studies + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Emotionales Verhalten; Afroamerikaner; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Multikulturelle Erziehung; Risikogruppe; Altruistic behavior; Altruismus; Lehrerrolle; Autobiography; Autobiografie; Autobiographie; Case study; Fallstudie; Case Study
Abstract	Becoming a social justice teacher, for high-poverty urban settings, is fraught with emotional ambivalence related to personal, professional, relational, political, and cultural social justice issues. Prospective teachers must navigate their sense of justice, grapple with issues of educational disparity, engage with theories of critical, multicultural, and constructivist approaches to teaching science, and articulate their vision and philosophy of teaching. Furthermore, their emotional navigation occurs at nested micro, meso, and macro levels. In this article, I present a case study of the historical development of an African-American, Caribbean preservice teacher's social justice stance. Drawing on the concepts of emotional genealogy, critical emotional praxis, and positional identity, I explore why she majored in Chemistry, how she decided to become a Chemistry teacher, and her struggles with notions of oppression and multicultural education. The narratives focus on what emotions Nicole expresses, and how those emotions help Nicole position herself with respect to social justice issues she navigates, from micro to macro levels, in becoming a social justice Chemistry teacher. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10