Country Teachers in City Schools

Chea Parton

doi:10.5771/9781666909029

Summary

In Country Teachers in City Schools, Chea Parton uses conversations with teachers who grew up one place and ended up teaching in another to investigate the influence of place on the personal and professional identity building of teachers and their teaching practice.

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Bibliographic data

Copyright year: 2023
ISBN-Print: 978-1-6669-0901-2
ISBN-Online: 978-1-6669-0902-9
Publisher: Lexington, Lanham
Language: English
Pages: 194
Product type: Book Titles

1. Dedication No access
2. Contents No access
3. 1. Tables No access
  2. Figures No access
4. Foreword No access
5. Acknowledgments No access
6. 1. Urban-Rural Dynamics No access
  2. What’s in This Book No access
  3. Notes No access
1. Defining Rural Places No access
2. Identity Construction No access
3. Defining Rural/Rustic Identity No access
4. Takeaways No access
1. 1. Addressing Rural Stereotype Threat No access
2. 1. Rural Stereotypes: Conservative Political Ideologies No access
  2. Rural Stereotypes: Christian Fundamentalism No access
3. Takeaways No access
1. Introducing the Teachers No access
2. Finley Sinclair No access
3. Henry Grady No access
4. Jacqueline Stephens No access
5. Mary Fisher No access
6. Peggy Bisset No access
7. Riley Woodson No access
8. Pip Johnson No access
9. Takeaways No access
10. 1. Identity Maps No access
  2. Critical Place Autobiographies No access
  3. “Where I’m From” Poem and Reflection No access
1. 1. Rural Varieties of English: Issues of Audience and Comfort No access
2. Riley’s Case: Rural Language and Stereotype Threat No access
3. Henry’s Case: Rural Language Varieties and the Workplace No access
4. Takeaways No access
5. 1. Language Inventory No access
  2. Dramatic Reading No access
6. Note No access
1. 1. Blending the Rural and Sub/Urban in Identity Construction No access
  2. Physical Geography and Identity Building No access
2. Takeaways No access
3. 1. Photovoice No access
1. Revisiting Rural Stereotype Threat No access
2. 1. Henry No access
  2. Finley No access
  3. Riley No access
3. 1. Jacqueline No access
  2. Pip No access
4. Takeaways No access
5. 1. Diverse Reading and Imaginative Response No access
1. Place-Conscious Identity and Instruction No access
2. 1. School-Based Learning Experiences and Practice No access
  2. Community-Based Learning Experiences and Practice No access
3. Takeaways No access
1. 1. Developing Professional Identities in (Dis)Connection No access
  2. Finley’s Experience with Alternative Certification No access
  3. Riley’s Experience in a Traditional Teacher Preparation Program No access
2. 1. 1. School Size and Structure No access
    2. Selecting the Right Sub/Urban School No access
    3. Access to Professional Development No access
3. Takeaways No access
1. 1. Implications for Classroom Instruction: Place-Conscious Pedagogy No access
  2. Implications for Teacher Education: Developing Place-Conscious Professional Identities No access
  3. Supporting Rural Place-Conscious Pedagogy No access
2. Implications for Local and National Professional Development Opportunities No access
3. Directions for Future Research No access
4. Final Thoughts No access
References No access Pages 181 - 188
Index No access Pages 189 - 192
About the Author No access Pages 193 - 194