Teaching for the love of it: an education professor's narrative at the crossroad of language, culture, and identity

Abstract

Purpose – The purpose of this chapter is to explore issues of language, culture, and identity within the context of diversity in educational settings, specifically among teachers and professors of education.

Approach – This chapter explores issues of language, culture and identity through an account of the author's stories of experience as the child of immigrants who survived the Holocaust, a teacher in multicultural classrooms and, particularly, a professor of education.

Findings – This chapter highlights the importance of sharing stories of lived experiences – particularly as they relate to language, culture and identity – as a crucial step in engaging empathetically with the experiences of students from diverse backgrounds. The importance of engaging holistically, emotionally and aesthetically are highlighted.

Research implications – This narrative inquiry makes visible how a professor of education can live out a curriculum alongside her graduate students in education as a way of helping them as teachers live alongside their students.

Value – The value of this chapter is its use of personal narratives and incidents in the university classroom to highlight the importance of caring relationship in the promotion of equity and diversity, especially in relation to language, culture and identity.

Citation

Feuerverger, G. (2011), "Teaching for the love of it: an education professor's narrative at the crossroad of language, culture, and identity", Kitchen, J., Ciuffetelli Parker, D. and Pushor, D. (Ed.) Narrative Inquiries into Curriculum Making in Teacher Education (Advances in Research on Teaching, Vol. 13), Emerald Group Publishing Limited, Leeds, pp. 71-89. https://doi.org/10.1108/S1479-3687(2011)00000130007