A Critical-Place Ethnography of Transfronterizo Teachers at the Intersections of Self-Defense, Self-Creation, and Borderlands Identity Formation

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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Ethnography; Professional Identity; Resilience (Psychology); Preservice Teachers; Teaching Methods; Teacher Attitudes; Teacher Characteristics; Mexican Americans; Educational Experience; Foreign Countries; Teacher Education Programs; Kindergarten; Elementary Secondary Education; Migrants; Violence; Colonialism; Public Policy; National Security; Transformative Learning; Ethnicity; Social Class; Gender Differences; Self Determination; Barriers

California; Mexico

10.1080/17457823.2023.2220461

1745-7823
1745-7831

Teacher identity work throughout one's academic studies and career has been shown to have a positive impact on teachers' resilience and longevity in the field, in contrast to those who do not engage in these kinds of reflexive practices. This research expands our understanding of teacher identities and how they develop within and outside school settings, acknowledging the complex paths teachers navigate to enter the classroom. To promote reflexive thinking among pre-service and in-service teachers about their identities, how they inform their desire to teach and their instructional practices, this inquiry presents an account of teachers who were at one time transfrontertizos -- when they were students, they crossed the border from Mexico to attend U.S. schools. Drawing from ethnographic research conducted in Calexico and its neighbouring city of Mexicali, it explores how their experiences of crossing back and forth between two countries for education shaped their identities in distinct ways.

As Provided

2023

EJ1394909