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Submit a Manuscript to the Journal
The New Educator

For a Special Issue on
Between "struggle and harmony": Critical approaches to new educator identity

Manuscript deadline
15 August 2022

Cover image - The New Educator

Special Issue Editor(s)

Kristen Lindahl, The University of Texas at San Antonio
[email protected]

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Between "struggle and harmony": Critical approaches to new educator identity

Teacher learning is not only about developing a pedagogical knowledge base, but is also a context-bound, socially mediated process of identity work. Who teachers are and what they bring with them, as individuals and in wider communities, matter in what and how they teach. Identity-oriented approaches to teacher education account for complex, social, and embodied process that center the teachers, students, families, communities, and institutions.

Teacher identity development and negotiation are complex, as identities are continually contested and resisted, acknowledged and rejected. In addition, identity approaches in teacher education must compete with initiatives to standardize teacher development and escalate accountability measures for Educator Preparation Programs (EPPs). Identity approaches have not been widely implemented as a pedagogical framework, partly due to curriculum constraints, state standards and high-stakes assessment.

Still, with efforts to diversify the teaching profession, identity approaches can help new educators become more aware of the complexities inherent in themselves, as well as the ways in which their identities are embedded within larger ideological structures and circulating discourses around education. Identity exploration provides a route for new educators to challenge a priori identity categories and embrace a contradictory, dynamic and embodied (re)fashioning of race/racialization, ethnicity, language, gender, social class, and religion. Thus, in this special issue, we explore new educator identity from critical perspectives and with regard to the practical preparation and career development of new educators for today's multicultural, multilingual classroom contexts.

Potential submissions could strive to answer (but are not limited to) the following questions:

  • What role do social identities play in professional identity development among new educators during their early career?
  • How might new educators' social and professional identities evolve during their transition from "student" to "teacher"?
  • How do new educators engage in identity work in their interactions with mentors, professors, supervisors, cooperating teachers, administrators, peers and students?
  • How can new educator induction and support systems promote continued development of intersectional identities and critical reflexivity amid dominant discourses of language, nationality, gender, race, ethnicity, social class, religion, and community membership in teaching contexts?
  • In what ways may Educator Preparation Program (EPP) practices, curricula and/or policies constrain or foster the identity development of new educators?
  • How do new educators negotiate their identities as advocates for students and families who represent the diverse communities served by educational institutions?

Submission Instructions

Guidelines:

  • Full research manuscripts should not exceed 6,500 words, and please see other manuscript guidelines here.
  • Article should be in consonant with the scope and aims of The New Educator. See full description here.
  • The New Educator receives all manuscript submissions electronically via its ScholarOne Manuscripts Site located here.

For more information contact Editor-in-Chief Megan Blumenreich ([email protected]) or Guest Editor, Kristen Lindahl ([email protected]).

Instructions for AuthorsSubmit an Article

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