ERIC Number: EJ1455615
Record Type: Journal
Publication Date: 2025-Jan
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-8326
EISSN: EISSN-1098-237X
Racialized Spatial Imaginaries: Authoring an Elementary School Teacher of Engineering Identity
Christopher Wright; Monet Harbison; Eli Tucker-Raymond; Kareem Edouard; Sinead Meehan; Tajma Cameron; George Schafer
Science Education, v109 n1 p157-177 2025
Engineering education research has highlighted the importance of examining, understanding, and supporting teacher learning and identity development, particularly for those that hold marginalized identities. As part of the special issue on Teacher Learning and Organizational Contexts, this study examines the intricate relationship between powered boundaries of race, culture, and space for two Black women teachers in organizational contexts within their school district. Using a racialized spatial imaginaries framework, this research describes how two women authored identities as teachers of engineering and cultivated new engineering related spatial imaginaries for their students. The study found that ideational, material, and relational resources made available across organizational contexts contributed to teachers' authoring identities and how they supported their students. The work illuminates how a spatial imaginaries framework can support critical investigation of teacher identity development and (re)examination of how Black students are positioned in spaces of teacher inquiry.
Descriptors: Correlation, Race, Cultural Influences, African American Teachers, School Districts, Females, Self Concept, Professional Identity, Engineering Education, Teacher Attitudes, Teacher Student Relationship, African American Students, Elementary School Teachers
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A