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Autobiographical/Teacher
Identity Entry #8 In this assignment you are expected to examine your early & adult socio-economic class and religious/spirituality experiences, understandings, and behaviors. The immediate purpose of this exploration, like previous autobiographical/teacher identity entries, is to tie your own personal identity in this realm to the formation of your teacher identity. Questions/prompts to incorporate into your paper: 1. Recall and describe your early experiences in which you were made aware of (a) your socio-economic class identification/placement and (b) your religious/spirituality orientation. 2. In what ways did your K-12 schooling directly and indirectly influence your socio-economic class identification? your religious/spirituality orientation? 3. Based on your socio-economic class identification, how were you treated differently from individuals with a different socio-economic class identification in your K-12 schooling? in your adult experiences? 4. Based on your religious/spirituality identification, how were you treated differently from individuals with a different identification in your K-12 schooling? in your adult experiences? 5. In regards to items 2-4 above, to what extent did you experience instructional materials and the informal curriculum that were “class-blind” (Knapp & Woolverton, 2004, p. 672) and religious/spirituality blind? 6. In what ways has the ideology of “meritocracy” (see, for example, Knapp & Woolverton, 2004; Spring, 2005) been an influence in interpreting and making sense of your socio-economic class and religious/spirituality experiences while a K-12 student and an adult? 7. Describe and critically reflect on ways in which a fusion has existed/does exist between religion/spirituality and class for you. 8a. From a class perspective, describe to what extent you have found
yourself in “agreement or disagreement with key behaviors of
employers and workers” (DeFreitas & Duffy, 2004, p. 151). 9. Based on your written response to these questions/prompts, now
consider specifically the following prompts in relation to your developing
teacher identity: (b) From your current perspective as a teacher candidate, how do you envision yourself as a member of a socio-economic class in relation to other workers in your community [i.e., groups like teachers who earn an income as opposed to “class position as determined by ownership of wealth -- producer (not consumer) wealth” (Lustig, 2004, p. 48)], including the unemployed. From a class perspective, in what ways do you anticipate that your political struggles as a teacher can be related or aligned with the political struggles of other workers? (c) Related to your pedagogical practices, address your strengths and challenges for being a teacher who is mindful of the socio-economic class and religious/spirituality identities and values that students, parents/guardians, and curricular materials bring into the classroom as well as related external political forces that affect teaching and learning. (d) Describe your moral values and how they impact on your identity as a teacher. (e) To what extent does your socio-economic class and religious/spirituality identities factor into your career aspirations as to a geographical location (including urban, suburban, rural distinctions along with regions of U.S./world) where you would like to live and where you would like to teach.
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