Becoming Teachers of Inner-city Students

Life Histories and Teacher Stories of Committed White Teachers


Winner of the Outstanding Book Award 2014 from the Society of Professors of Education! (April 2014)
Makes many valuable contributions to our understanding of the varied issues at work in preparing White teachers for work in the inner-city … I highly recommend it as a resource for education scholars and teacher educators involved in the preparation of White teachers for work in inner-city schools. Becoming Teachers of Inner-City Students offers a detailed and fascinating examination of identifications, concepts, and contexts that emerged from the stories of White teachers committed to inner-city schools. Jupp’s research and the stories on which it is based make visible the complex nature, the existing contradictions, and the messy space of inner-city teaching and learning and of efforts to prepare White teachers to work effectively and equitably in urban schools while also pointing the way to essential concepts and practices for effective and positive teaching in inner-city schools.” — Teachers College Record, November 2014
Becoming Teachers of Inner-city Students takes on the continuing challenges of White teachers in increasingly de facto re-segregated schools of the present. Drawing on the author’s eighteen years of experience as a classroom teacher and his research on White teachers of inner-city students, Becoming Teachers provides key discussions on professional identity for preservice teachers, professional educators, and researchers interested in diversity education or urban education. [..] Driving at complex recognitions of race, class, culture, language, and gender as a basis for teaching and learning with diverse urban students, the author’s and other White teachers’ life and teaching stories move beyond prescriptive models of professional identity for preservice and professional teachers to “follow.” Instead, life and teaching stories in Becoming Teachers demonstrate again and again that in teaching the personal is political, professional knowledges are forged in practice, and—overall—that becoming a professional teacher is a process that draws on one’s experiences and inner-most convictions. [..] Becoming Teachers, updating Vivian Paley’s White Teacher and reworking Christine Sleeter’s multicultural research on White teachers’ race-evasive identities, moves discussions on White teacher identity toward a second wave of race-visible professional identity for White teachers in the present.

"Outstanding Book Award" 2014 - Society of Professors of Education
"Outstanding Book Award" 2014 - American Educational Research Association
"Outstanding Publication Award" 2014 - American Educational Research Association

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