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Teacher Identity and Political Instruction

  • Wayne Journell
Chapter

Abstract

Political instruction is considered a hallmark of a quality K-12 civic education; however, most of the research in this area has focused on how students receive such instruction or how external pressures exacerbate teachers’ fears associated with broaching controversial issues in their classes. In this chapter, I explore the relationship between teacher identity and political instruction. My purpose is not to explicitly define how teachers’ identities influence their political instruction; rather, this chapter serves as a call for increased attention to the role teacher identity may play in K-12 political instruction.

Keywords

Political instruction Teacher identity K-12 Social studies education Controversial issues 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of Teacher Education and Higher EducationUniversity of North Carolina at GreensboroGreensboroUSA

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