High School Teachers’ Identities

Constructing Civic Selves

Kathryn M. Obenhain, Asta Balkutė, Erin Vaughn, Shannon White

Research output: Contribution to journalArticle

Abstract

Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual’s civic identity take on a unique perspective when filtered through the development and enactment of teacher professional identity. Participants’ civic identities are discussed through the two dimensions of belonging and responsibility to the community. They ground their civic identities in the local community, encouraging their students to fit into and serve the local community. Participants supported democratic ideals including justice and diversity, but rejected an American identity that they equated with negativity, consumerism, and inhospitable to those who are unfamiliar. In-service teacher education would benefit from building on and reframing teachers’ existing community connections to incorporate participatory action research (PAR) and critical service-learning.
Original languageEnglish
Pages (from-to)252-278
JournalThe High School Journal
Volume99
Issue number3
DOIs
Publication statusPublished - 2016
Externally publishedYes

Fingerprint

teacher
school
community
action research
education
citizenship
justice
responsibility
learning
student

Keywords

  • Civic education
  • high school
  • civic identity
  • teacher identity

Cite this

High School Teachers’ Identities : Constructing Civic Selves. / Obenhain, Kathryn M.; Balkutė, Asta; Vaughn, Erin; White, Shannon.

In: The High School Journal, Vol. 99, No. 3, 2016, p. 252-278.

Research output: Contribution to journalArticle

Obenhain, Kathryn M. ; Balkutė, Asta ; Vaughn, Erin ; White, Shannon. / High School Teachers’ Identities : Constructing Civic Selves. In: The High School Journal. 2016 ; Vol. 99, No. 3. pp. 252-278.
@article{3cc480c6854841efb9145ec648014317,
title = "High School Teachers’ Identities: Constructing Civic Selves",
abstract = "Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual’s civic identity take on a unique perspective when filtered through the development and enactment of teacher professional identity. Participants’ civic identities are discussed through the two dimensions of belonging and responsibility to the community. They ground their civic identities in the local community, encouraging their students to fit into and serve the local community. Participants supported democratic ideals including justice and diversity, but rejected an American identity that they equated with negativity, consumerism, and inhospitable to those who are unfamiliar. In-service teacher education would benefit from building on and reframing teachers’ existing community connections to incorporate participatory action research (PAR) and critical service-learning.",
keywords = "Civic education, high school, civic identity, teacher identity",
author = "Obenhain, {Kathryn M.} and Asta Balkutė and Erin Vaughn and Shannon White",
year = "2016",
doi = "10.1353/hsj.2016.0009",
language = "English",
volume = "99",
pages = "252--278",
journal = "The High School Journal",
issn = "0018-1498",
number = "3",

}

TY - JOUR

T1 - High School Teachers’ Identities

T2 - Constructing Civic Selves

AU - Obenhain, Kathryn M.

AU - Balkutė, Asta

AU - Vaughn, Erin

AU - White, Shannon

PY - 2016

Y1 - 2016

N2 - Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual’s civic identity take on a unique perspective when filtered through the development and enactment of teacher professional identity. Participants’ civic identities are discussed through the two dimensions of belonging and responsibility to the community. They ground their civic identities in the local community, encouraging their students to fit into and serve the local community. Participants supported democratic ideals including justice and diversity, but rejected an American identity that they equated with negativity, consumerism, and inhospitable to those who are unfamiliar. In-service teacher education would benefit from building on and reframing teachers’ existing community connections to incorporate participatory action research (PAR) and critical service-learning.

AB - Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual’s civic identity take on a unique perspective when filtered through the development and enactment of teacher professional identity. Participants’ civic identities are discussed through the two dimensions of belonging and responsibility to the community. They ground their civic identities in the local community, encouraging their students to fit into and serve the local community. Participants supported democratic ideals including justice and diversity, but rejected an American identity that they equated with negativity, consumerism, and inhospitable to those who are unfamiliar. In-service teacher education would benefit from building on and reframing teachers’ existing community connections to incorporate participatory action research (PAR) and critical service-learning.

KW - Civic education

KW - high school

KW - civic identity

KW - teacher identity

U2 - 10.1353/hsj.2016.0009

DO - 10.1353/hsj.2016.0009

M3 - Article

VL - 99

SP - 252

EP - 278

JO - The High School Journal

JF - The High School Journal

SN - 0018-1498

IS - 3

ER -