Narrative reflexivity in raced and gendered spaces
2012
- 198Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage198
- Downloads166
- Abstract Views32
Article Description
This article explores the reflexive narrative positioning in which the author engages as a White woman, a secondary English teacher, and an educational researcher inquiring into the experiences of Latino/a teacher candidates in a Midwestern teacher education program. The author argues that critically reflexive narrative positioning enables her to embrace a stance toward equity and social justice for linguistically, racially, and ethnically diverse students in U.S. public schools. In this article, she shares three narrative vignettes through which she positions herself in relation to the Latino/a preservice teachers with whom she collaborated in the research project.
Bibliographic Details
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