This article uses auto ethnography as research as the author examines her own childhood abuse and how it has shaped her as an educator who has taught at the middle level, high school, and university. Through her experiences, she has determined that teachers' personal stories significantly affect their development as educators. Through their…

This graphic memoir of teaching in urban America is a brilliant reimagining of the classic text by Gregory Michie, "Holler If You Hear Me: The Education of a Teacher and His Students." Michie is joined by illustrator Ryan Alexander-Tanner and 10 artists--most of them young people of color--to bring a fresh, vibrant energy to the original…

As language teachers move across countries with the rise of professional transnationalism, the need for investigating language teacher socialization in new academic cultures has also emerged. Accordingly, this paper explores two comparative cases: an EFL teacher with prior experience as a language learner and teacher in the USA, and an…

A narrative inquiry approach was adapted to study teacher's experiences of planning and teaching force and motion topics. Oral narrative data were collected through interview conversations between the researcher and the teachers about their experiences of planning and teaching force and motion concepts. "Narrative analysis" technique…

Despite students of color comprising over 50% of current classroom populations and the United States Census Bureau's prediction that people of color will become the "majority-minority" in the overall United States population by 2043, these trends fail to correlate with representations of educators of color in P-12 education, especially…

Geography teacher recruitment and retention is an important issue for the future of geography education. This Special Issue of "International Research in Geographical and Environmental Education" ("IRGEE") tackles this issue head on by focusing on geography teachers' narratives about their experiences of teaching geography, and…

This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research.…

While artist-researchers have been productive within the domains of the literary arts, visual arts, dance and drama, there is little musical arts-based educational research reported in the literature. This article introduces a research methodology to address this deficit: musically enhanced narrative inquiry (MENI). The article describes the…

This article argues that by combining critical ethnographic and autoethnographic perspectives we can move beyond the insider/outsider dualism, better understand the ways in which stories of personal experience are "strategic," and interrogate the broader contexts and processes of social inequality that shape life trajectories. The…

Urban charter schools targeting Black communities struggle to recruit Black teachers and even more to retain them. At the same time that scholarship has begun to recenter Black and Brown teachers' lives, the narrated perspectives of Black women teachers are often drowned out in urban educational reform's Hollywoodization. In this article, we story…

Deficit language concerning historically marginalized students pervades much of education today. Black, Brown, and Indigenous children experience marginalization and dehumanizing practices in classrooms instead of participating in a safe space to learn and grow. For this paper we employ a crucial component from Critical Race Theory to address…

Employing an autoethnographic approach, the two authors explore what it means to have a marginalized body as educators in the classroom. Both authors identify as doctoral students of color who are passionate about critical forms of pedagogy, having had multiple experiences in teaching undergraduate courses focused on issues of power and privilege.…

This dissertation is a visual and narrative-based autoethnography that narrates the lived educational experiences of the author from preschool through doctoral studies. The text portrays a story that explores issues of power, identity, and pedagogy in education. Told in narrative form, this project utilizes visual data, thematic coding, layering,…

Teachers' work together with the education systems has experienced many changes in most of the western countries since 1980s. England has played a leading role in the application of educational reforms which has been accelerated in recent years. This article aims to analyse the changes in teachers' work and professionalism in England based on…

Identifying as non-Indigenous, we are often left considering our positionality and identity in Indigenous education, how we have come to be invested in this area of research, and what we see as our contribution. In conversation with one another, we realized we choose to share certain stories and not others about our experiences working in…