Introduction
Engaging in discussions about teacher identity can take on many forms. Often practiced within teacher education and continuing education programs, thinking deeply about teacher identity falls across a spectrum of philosophical approaches. Women of color feminisms offer particularly important insights into how the intersectional, cultural identities of teachers can be recognized, complicated, and unpacked and how these multifaceted understandings of teacher identities can influence how one engages with children and families. To detail such possibilities, this entry describes how teacher identity and related praxis (or the weaving of theory and practice) are reconceptualized through women of color frameworks.
Identity as Intersectional
From women of color perspectives, such as black feminist thought (Collins 2008), identity relates to a person’s cultural makeup, including one’s race, class, gender, sexuality, nationality, and so on. Of particular importance in black...
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References
Collins, P. H. (2008). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (3rd ed.). New York: Routledge.
Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1231.
Rideaux, K., & Pérez, M. S. (2019). Countering color-blindness in early childhood education: Enactments of social justice education by Black women educators. In S. A. Kessler & B. B. Swadener (Eds.), Educating for Social Justice in Early Childhood (pp. 20–33). London, UK: Routledge.
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Pérez, M.S. (2020). Teacher Identities and Praxis, Women of Color Feminist Possibilities. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_379-1
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DOI: https://doi.org/10.1007/978-981-13-1179-6_379-1
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