Negotiating a Teaching Identity: An African American Teacher's Struggle to Teach in Test-Driven Contexts
Negotiating a Teaching Identity: An African American Teacher's Struggle to Teach in Test-Driven Contexts
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协商教学身份：一位非裔美国教师在考试驱动的环境中教学的斗争
DOI：
10.1177/016146810410600405
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
J. Agee
中科院分区：
文献类型：
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作者：
J. Agee
本案例研究探讨了一位年轻的非裔美国英语教师在3年多的时间里试图教授多元文化文学的经历。这项研究开始于她大学四年级时，她参加了一个渐进的本科英语教育课程，并继续通过她的前两年作为一名高中英语教师。在大学课程中，她表达了教授多元文化文学的愿望，使用建构主义方法来教学，建立在学生的个人经验，并扩大学生对种族和文化差异的理解。然而，在她的业余教学以及她作为一名教师的前两年，她发现她的目标很难实现。她设想的身份作为一名教师，帮助学生理解和庆祝种族多样性开始瓦解，因为她与学校政策，强制评估和种族偏见的要求作斗争。教师身份，如这里所描述的，是一个话语空间，一个想象的角色之间的可能的角色进行协商。在这种情况下，一个年轻的非洲裔美国教师发现她想象中的教师身份受到国家授权，教师角色的主流结构，以及课程和评估的意识形态的阻碍。她的故事说明了进步的教师教育计划与对学校和教师的强制性、高风险测试之间的差距。强制性考试的一个结果是他们倾向于压制不同的观点，这可能进一步导致美国学校缺乏有色人种教师。
This case study examines the experiences of a young African American English teacher over 3 years as she tried to teach multicultural literature. The study began in her senior year of college when she was enrolled in a progressive undergraduate preservice program in English education and continued through her first 2 years as a high school English teacher. In the university program, she expressed a desire to teach multicultural literature, to use constructivist approaches to teaching that built on students’ personal experiences, and to broaden students’ understanding of racial and cultural differences. Yet in her preservice teaching as well as in her first 2 years as a teacher, she found her goals difficult to implement. Her envisioned identity as a teacher who would help students to understand and celebrate racial diversity began to unravel as she struggled with the demands of school policies, mandated assessments, and racial bias. Teacher identity, as described here, is a discursive space where an imagined role is negotiated among possible roles. In this case, a young African American teacher found her imagined teacher identity thwarted by state mandates, mainstream constructions of a teacher role, and ideologies of curriculum and assessment. Her story speaks to the gap between progressive teacher education programs and the demands of mandated, high-stakes tests on schools and teachers. One result of mandated tests is their tendency to silence diverse points of view, a factor that may further contribute to the lack of teachers of color in American schools.