Presentation Type

Speed Presentation

Location

OM 3632

Start Date

19-2-2018 2:15 PM

End Date

19-2-2018 2:55 PM

Proposal Abstract

The purpose of this study is to apply a self-study research methodology to seek out insights into the relationship between teacher social identity and student perceptions of teacher authenticity and credibility. The research question for this study is: How does teacher social identity intersect with authenticity and credibility when teaching about power relations? The research problem for this study is grounded in the complexity of teaching power relations in graduate education to adult learners. I want to determine if my teaching practices are appropriate for a curriculum that examines diversity, multi-culturalism and social justice education. My social identity is white, woman, cis-gender, with an invisible learning disability (dyslexia), middle class, educated, Christian and English speaking. My social location, linked to my social identity, affords me a privileged space in a complex web of intersecting identities as I hold the privileged position of a university professor. The theoretical framework for this study draws upon self-study literature to inform the reflective and analytical framework of a practice of analysis grounded in self-reflection (Bullough & Pinnegar, 2001; Laboskey, 2004; Loughran, 2002, 2004, 2006; Russell & Loughran, 2007; Pinnegar, 1998; Samaras & Freese, 2006). The literature of developing teacher identity in relation to student’s perceptions of authenticity and credibility also supports the analysis in this study (Brookfield, 2002, 2013, 2014; Case, 2007; Cole & Knowles, 2000; Smith et. al, 2017).

Statement

Teaching power relations in higher education is a complex process that requires a reflexive inquiry. Teacher social identity is linked to student perceptions of authenticity and credibility. This paper contributes to the professional knowledge of social justice and equity pedagogy as taught from the privileged social position of white, middle class, able bodied, english speaking faculty.

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Feb 19th, 2:15 PM Feb 19th, 2:55 PM

2.2 Teaching Power Relations in Graduate Education: Reconciling Teacher Social Identity with Authenticity and Credibility

OM 3632

The purpose of this study is to apply a self-study research methodology to seek out insights into the relationship between teacher social identity and student perceptions of teacher authenticity and credibility. The research question for this study is: How does teacher social identity intersect with authenticity and credibility when teaching about power relations? The research problem for this study is grounded in the complexity of teaching power relations in graduate education to adult learners. I want to determine if my teaching practices are appropriate for a curriculum that examines diversity, multi-culturalism and social justice education. My social identity is white, woman, cis-gender, with an invisible learning disability (dyslexia), middle class, educated, Christian and English speaking. My social location, linked to my social identity, affords me a privileged space in a complex web of intersecting identities as I hold the privileged position of a university professor. The theoretical framework for this study draws upon self-study literature to inform the reflective and analytical framework of a practice of analysis grounded in self-reflection (Bullough & Pinnegar, 2001; Laboskey, 2004; Loughran, 2002, 2004, 2006; Russell & Loughran, 2007; Pinnegar, 1998; Samaras & Freese, 2006). The literature of developing teacher identity in relation to student’s perceptions of authenticity and credibility also supports the analysis in this study (Brookfield, 2002, 2013, 2014; Case, 2007; Cole & Knowles, 2000; Smith et. al, 2017).

 

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