The Stories We Tell: How Merit Narratives Undermine Success for Urban Youth

Generett, Gretchen Givens; Olson, Amy M.

doi:10.1177/0042085918817342

Cited by 8 publications

(3 citation statements)

References 15 publications

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“…Similarly, the importance of national identity was reported by teachers in different countries: American identity (Generett & Olson, 2020), Luxemburg identity (Wagner & Hu, 2020), and Mexican identity ( Johnson, 2020).…”

Section: National Identity Portrayed In Teachers' Storiesmentioning

confidence: 84%

Stories of Teachers’ Identity: Between Personal and Professional Experience

Lojdová¹,

Vlčková²,

Nehyba³

2021

Studia paedagogica

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Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010-2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.

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Section: National Identity Portrayed In Teachers' Storiesmentioning

confidence: 84%

Stories of Teachers’ Identity: Between Personal and Professional Experience

Lojdová¹,

Vlčková²,

Nehyba³

2021

Studia paedagogica

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“…Studies have examined mathematical thinking and learning abroad (Ahl & Helenius, 2020) as well as literacy and writing, specifically creative writing, as a vehicle for self-expression (Appleman, 2013; T. T. Flores, 2021; Generett & Olson, 2020) in prison education settings. Focused on democracy and democratic ideals, four central themes emerged from our review of the existing literature on teaching, the carceral system, and teacher preparation: (a) recidivism and cost-effectiveness; (b) pedagogy and learning in juvenile facilities; (c) school-to-prison pipeline; and (d) race, identity, and story.…”

Section: A Review Of the Literaturementioning

confidence: 99%

Lessons on Pedagogy in the Carceral System and Teacher Education

Milner

Bennett

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Prison settings present some of the deepest democratic contradictions in the United States. Purpose/Objective: In this study, we investigate how and what teacher education programs can learn from and support teaching practices in prison settings and pre-K–12 contexts. Population/Participants: This study draws from interview data collected from two experienced directors of prison education programs in the United States. Research Design: This study employs in-depth qualitative interviews. Data Collection: Participants were asked questions related to ideals and mindsets they have observed as most effective for teachers to adopt when working in prison settings. Findings/Results: Analytic induction of interviews reveals both similarities and differences between “free world” and prison educational settings. Such findings provide nuanced understandings of the types of knowledge, understanding, and skills teacher education programs might support in prison settings as well as teaching experiences within prison settings from which teacher educators could learn. Conclusions/Recommendations: Teachers in prison settings tend to have rich content knowledge but not robust pedagogical knowledge and skill. Teacher education programs have a chance to not only support teachers in prison education as they build pedagogical knowledge and skills but also be front and center in the fight to dismantle an unjust carceral system.

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“…The literature suggests teachers' understandings of these grit and growth narratives lack depth and are not supportive of student learning (Ullici & Howard, 2015). Incomplete understandings of these narratives can reinforce systemic barriers, make privilege invisible, and sustain existing systems of meritocracy (Generett & Olson, 2018;Gorski, 2016;Ris, 2015). The team has now engaged in a first teacher-led improvement attempt to provide alternate struggle stories for students with some success (Christensen, Stoehr, & Olson, 2019).…”

Section: Math Misplacementmentioning

confidence: 99%

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

2020

Handbook on Promoting Social Justice in Education

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The chapter uses lessons learned from the design, development, implementation, and improvement of a collective action network to focus on theory and practice at the nexus of educational leadership and social justice. A brief introduction honors those who came before in this work and operationalizes a challenge to reimagine the discourse and the practice of educational leadership for social justice. The challenge is then addressed in two sections. The first section "A Collective Action Network and Its Working Space," addresses how and why a collective action network was formed to pursue social justice in education. In this section, the conceptual frameworks that underlie the cross-sector partnerships constituting the network are explicated. Additionally, the nature of the work space created by the diverse experiences and expertise of partners is examined, including how three theoretical framespublic scholarship, improvement inquiry, and restorative justiceinform educational leadership for social justice. In the second section "Nodes in the Network: Grassroots Efforts in Pursuit of Social Justice," examples of projects that have been undertaken across seven nodes in the network are provided as illustrations of the diversity of discourses and practices that can contribute to the synergy that exists at the nexus of educational leadership and social justice. Each node in the network represents not only discrete cross-sector partnerships, but also discrete efforts to improve systems of practice, address harm, and authentic practices of social justice. The grassroots work includes improvement efforts that range from school improvement to principal preparation to violence prevention to police training to prison education to Community Learning Exchanges to elementary math instruction to holistic African American male achievement. A brief concluding statement indicates why the reimagining the discourse and the practice of educational leadership for social justice is a challenge worth pursuing.

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The Stories We Tell: How Merit Narratives Undermine Success for Urban Youth

Cited by 8 publications

References 15 publications

Stories of Teachers’ Identity: Between Personal and Professional Experience

Stories of Teachers’ Identity: Between Personal and Professional Experience

Lessons on Pedagogy in the Carceral System and Teacher Education

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

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