Gender, Race, and Class in the Lives of Today s Teachers

This volume explores the professional experiences of a vast array of educators through a series of research essays that focus on the interplay of gender, race, class, and sexualities as well as how these dynamics influence the educators' teaching. The volume illuminates this interplay not only in traditional classroom settings, but also in non-traditional contexts such as prisons and juvenile detention facilities, family education, dual-language immersion programs, early childhood education, and higher education, including teacher training programs. The concluding chapter, written by the editors, provides general recommendations for recruiting and retaining a more diverse teacher workforce worldwide. *

• From autoethnographies to pláticas, testimonios and in-depth interviews, this qualitatively rich volume offers powerful and timely insights about the experiences of teachers who are too often overlooked.

  Gilda L. Ochoa, Professor of Chicana/o Latina/o Studies

  This illuminating book centers educators' intersectional subjectivities and lived experiences, bringing to life the radical possibilities of transformative education. It is a much needed resource for anyone invested in understanding and advancing education as a catalyst for equity and social justice . Lorena Garcia, Associate Professor of Sociology & Latin American and Latino Studies

First interdisciplinary, comprehensive volume focusing on the inextricable link of gender, sexualities, race and class in an educator's professional life in diverse settings Provides a comprehensive overview on intersectionalities and teachers of color from a variety of teaching contexts and formats Presents some of the first studies of intersectionality in the lives of LGBTQ educators Helps to understand the racial, gender and class experiences of today's teachers to recruit and retain a more diverse teacher workforce Centers subaltern voices in multiple areas of education and teacher education in a novel way

Auteur
Lata Murti is Associate Professor of Sociology for Brandman University, and winner of the 2015 Brandman Faculty of the Year Award. She received her Ph.D. in American Studies and Ethnicity from the University of Southern California in 2010. Her dissertation, With and Without the White Coat: The Racialization of Southern California's Indian Physicians, won the 2015 Dissertation.Com Annual Excellence Award and has been published as both an electronic and paperback book. Dr. Murti has also published several peer-reviewed articles as well as creative and online pieces, including an article on men in early childhood education for the American Sociological Association.

Glenda M. Flores is Associate Professor in the Department of Chicano/Latino studies (w/courtesy Sociology) at the University of California, Irvine. Her areas of expertise include Latina/o Sociology, Work and Occupations, Middle-Class Minorities, the Intersection of Race, Gender and Class, Education, and Qualitative Methods. Her ethnographic investigation of Latina professionals, in particular Latina teachers, has been published in Qualitative Sociology, City and Community, Ethnography and Gender, and Work and Organization. She has also published on Latinos in STEM in Latino Studies and for the IBM Corporation. Her book, Latina Teachers: Creating Careers and Guarding Culture was published by NYU Press.

Contenu

Introduction: The Centrality of Intersectionality (Lata Murti).- Part I: Why We Teach: Aspirations and Inspirations. - Introduction: Part I, Why We Teach: Aspirations and Inspirations (Glenda M. Flores).- I'm not Really in it for the Pay. I'm in it to Help Inspire Other Students: Why Latinx Male High School Students Aspire to Become Teachers (Juan Gaytan).- And the Category is...Queer Father Realness: Queer Black Male Mentors and the 'Fathering' of Straight Black Male Students (Michael Seaberry).- Genesis of a Latina Science Professor (Adriana Briscoe).- Conclusion: Part I, Why We Teach: Aspirations and Inspirations (Glenda M. Flores).- Part II: Classroom Struggles .- Introduction: Part II, Classroom Struggles (Lata Murti).- Learning from Asian Teachers: Internal Diversity and Perceptions of Minority Students and Their Families (Glenda M. Flores).- Teaching Up: Faculty of Color Teaching About Privilege (Celeste Atkins).- A Queer Decolonial Feminist Approach to TeachingIntersectionality (Karina L. Cespedes).- Conclusion: Part II, Classroom Struggles (Lata Murti).- Part III: Systemic Struggles .- Introduction: Part III: Systemic Struggles (Lata Murti).- Race, Gender and Sexualities in Australian Teacher Education: Reflections from the Intersections (Aleryk Fricker).- Jumpin' In, Stayin' In, and Double-Dutchin' It: Teacher Attrition from an African American International Educator (Tiffany Lachelle Smith).- Conclusion: Part III, Systemic Struggles (Lata Murti).- Part IV: Intersectional Strategies in the Classroom .- Introduction: Part IV, Intersectional Strategies in the Classroom (Lata Murti).- Dual Immersion as Multicultural Education: Reflection on Cross-Cultural Research in Chinese and Western Contexts (Edward Lee Watson).- Case Studies in Preparing Future Teachers: A Gay Educator in New Zealand's Initial Teacher Education (Steven S. Sexton).- Anti-Oppressive Early Childhood Teacher Training through Humility, Intersectionality, andLove (Julianne Zvalo-Martyn).- Conclusion: Part IV, Intersectional Strategies in the Classroom (Lata Murti).- Part V: Teaching Outside of the Traditional Classroom .- Introduction: Part V, Teaching Outside of the Traditional Classroom (Lata Murti).- A Chicano Abolitionist Teaching in Jail: The Impact of Race, Gender and Class (Michael De Anda Muñiz).- Embodying Institutional Intersections: Juvenile School Educators as Agents of Survival (Lata Murti).- Responsive Family Life Education in the Age of Intersectionality (Lolita L. Kincade).- Conclusion: Part V, Teaching Outside of the Traditional Classroom (Lata Murti).- Conclusion: Where Do We Go from Here? (Glenda M. Flores).