Identity Shifts: From ESOL Teacher to Adolescent Literature Professor

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Author(s): Michael D. Boatright (Western Carolina University, USA)
Copyright: 2022
Pages: 12
Source title: Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms
Source Author(s)/Editor(s): Amy D. Broemmel (The University of Tennessee, Knoxville, USA)and Nora Vines (The University of Tennessee, Knoxville, USA)
DOI: 10.4018/978-1-6684-3460-4.ch019

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

This chapter explores one high school teacher's journey of becoming a university professor and the identity shifts that occurred along the way. From realizing his own identity of unquestioned privilege to recognizing the often xenophobic forces at play in public schools that serve to demoralize immigrant students, the author describes the events that influenced his decision to leave his high school job and seek a position in higher education. In doing so, the author documents the transformative experience of doctoral studies, the unspoken, hectic process of getting a university teaching position, and the potential that adolescent literature holds for encouraging future teachers to question identities of privilege, teach empathy, and understand the innate humanity of their future students.

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