THE FIGURED WORLD OF ADVOCACY IN A HIGH IMMIGRANT POPULATION URBAN SCHOOL IN THE NEW SOUTH

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King, E. (2015). THE FIGURED WORLD OF ADVOCACY IN A HIGH IMMIGRANT POPULATION URBAN SCHOOL IN THE NEW SOUTH. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This participatory qualitative inquiry explored the fluctuating subjectivities of, and advocacy performed, by three content area teachers in a high-immigrant population, urban high school in the New South. Using a neo-Vygotskian theoretical framework highlighting the socially constructed nature of teacher positionality (Holland, Lachicotte, Skinner, & Cain, 1998), I narrate the sometimes-conflicted understandings of three teachers' advocacy and the sense that it brought to their professional selves. Data analysis revealed the generative hesitations and complications that arose as the three teachers cast and recast themselves as successful. Findings highlighted the complexities of the enactment of "caring" and "never giving up" in an advanced Math III course; the self-reflective hesitations surrounding a Latin American Studies teacher's piloting of a social justice framework; and the incompleteness of a dual licensure ESL/ Social Studies teacher's efforts to make more of a difference in her newcomer immigrant students lives. Implications for research and praxis highlight the spectrum of advocacy in urban schools and its tensions.

Details
Author

King, Elena

Title

THE FIGURED WORLD OF ADVOCACY IN A HIGH IMMIGRANT POPULATION URBAN SCHOOL IN THE NEW SOUTH

Physical Description

1 online resource (130 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This participatory qualitative inquiry explored the fluctuating subjectivities of, and advocacy performed, by three content area teachers in a high-immigrant population, urban high school in the New South. Using a neo-Vygotskian theoretical framework highlighting the socially constructed nature of teacher positionality (Holland, Lachicotte, Skinner, & Cain, 1998), I narrate the sometimes-conflicted understandings of three teachers' advocacy and the sense that it brought to their professional selves. Data analysis revealed the generative hesitations and complications that arose as the three teachers cast and recast themselves as successful. Findings highlighted the complexities of the enactment of "caring" and "never giving up" in an advanced Math III course; the self-reflective hesitations surrounding a Latin American Studies teacher's piloting of a social justice framework; and the incompleteness of a dual licensure ESL/ Social Studies teacher's efforts to make more of a difference in her newcomer immigrant students lives. Implications for research and praxis highlight the spectrum of advocacy in urban schools and its tensions.

Genre

doctoral dissertations

Subjects--Topics

Teachers--Training of
English language--Study and teaching--Foreign speakers

Degree

Ph.D.

Keywords

Figured Worlds
Immigrant
Teacher Subjectivities
Urban Education

Subject Area

Curriculum & Instruction

Advisor(s)

Salas, Spencer

Committee Members

Perez, Theresa
Mraz, Maryann
Murray, Elizabeth

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

King_uncc_0694D_10763

Permalink

http://hdl.handle.net/20.500.13093/etd:299