Abstract
Makris explains how studying the growing group of “outsider” educators can inform our understanding of the complexities of identity and its pedagogical implications. Race, gender, ability, sexual orientation, religion, ethnicity, and social class can all contribute to the definition of “outsider teacher,” but the roles these designators play are contextually dependent and fluid. In some instances, they even become “insider” characteristics. Traditional research into this area has focused on the effects of one of these compartmentalized identity qualifiers, creating an opportunity and a need for application of intersectionality theory—an accommodation of the complexity of interacting, shifting, and overlapping characteristics and the ways they morph according to circumstance. To highlight this opportunity, the term “outsider teacher” is further explained according to its connotation and historical use.
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Makris, S. (2018). Introduction: “Outsider Teachers” and the Case for Intersectionality. In: Intersectionality Narratives in the Classroom. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-67447-6_1
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