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Country Teachers in City Schools

The Challenge of Negotiating Identity and Place
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Country Teachers in City Schools: The Challenge of Negotiating Identity and Place explores what it's like to be a country teacher in a city school. Through conversations with teachers who grew up one place and ended up teaching in another, Chea Parton investigates the role of place on the personal and professional identity building of teachers as well as the way their identities influence their teaching practice. To conclude, Parton highlights important considerations for teacher education programs as they work to support and prepare teachers to be successful no matter where they land. She also provides concrete teaching strategies that classroom teachers and teacher educators can use to foster place-conscious identity work.
Chea Parton works at Purdue University as visiting faculty in curriculum and instruction.
Contents List of Tables and Figures Foreword by Gregory Fulkerson and Alexander Thomas Acknowledgments Introduction Chapter 1: Place, Identity, and Purpose Chapter 2: Building (Non)Rural Identities Chapter 3: Portraits of Complexity: Place-Connected Identity Chapter 4: Language as Rural Identity Chapter 5: Place and Landscape as Identity Chapter 6: Understandings of Race and Racism in Rural Schools and Communities Chapter 7: Place(s) as Pedagogy in the ELA Classroom Chapter 8: Developing Place-Conscious Teachers Chapter 9: Rural Futures and Out-Migrant Visibility References About the Author
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