“Rich White Girls”: Developing Critical Identities in Teacher Education and Novice Teaching Settings
This critical ethnography explores the means by which a group of pre-service teachers in the U.S. learn to reflect on and engage with politics and policy in teacher education.
||Pre-Service Teachers, Identity Development, Gender Norms, Critical Ethnography
International Journal of Learning, Volume 13, Issue 3, pp.47-56.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 854.779KB).
Sally Galman's research interests include the social construction of identity, pre-service teachers' identity development and the relationship between adherence to gender norms and policy consumption practices among novice female teachers. Her work in education has been varied: she has studied teacher education programs, rural schools with "urban" problems, the professional learning experiences of emerging artists in the urban U.S., the literacy practices of novice special educators, the gendered identities of pre-service elementary school teachers and the nature of identity development for individuals learning-to-work in schools. Her research interests also extend to the integration of the arts into qualitative research, especially as means toward problem-solving issues of participant representation in ethnographic work. A writer and artist, her graphic novel-cum-beginner's guide to ethnography in educational research, titled "Shane the Lone Ethnographer", will be in press Spring/Summer 2006.
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