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ERIC Number: EJ1337631
Record Type: Journal
Publication Date: 2022
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
EISSN: N/A
Through Theory and Action: Finding Academic Identity and Ontological Security as Faculty of Color in Science Education
Bancroft, Senetta F.
Journal of Science Teacher Education, v33 n2 p170-191 2022
Science education faculty occupy a unique position allowing us to advocate across multiple stakeholders for all students to access science learning and careers. As an immigrant woman of color entering the tenure track in 2016 whose scholarship centers on this advocacy, I find myself frequently reaching for good and critical theories to grow into an academic increasingly secure in her intellectual positions and pedagogical choices. Framed by the concepts of identity and ontological security, this paper uses counter storytelling to discuss the reciprocity between theoretically informed academic actions and my development of ontological security as a critical academic in science education. The discussion highlights the importance of this reciprocity in enabling my sustained advancement of a critical body of scholarship in research and teaching over time. The relatively positive perspective I discuss juxtaposes against a cross-section of contexts and events with potential to disaffirm my scholarship and right to belong in academia. My hope is academics who share some of my lived experiences use these stories--as I have used the stories shared by others--as one source of support on their journey to finding a secure, unified academic identity; an identity freeing them to engage with stakeholders in ways that affirm the value of their critical scholarship in the academy.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A