Abstract
There is widespread acceptance in contemporary scholarship that identity is dynamic, constantly changing as individuals enact their lives (Stetsenko, 2008). There are many ways to think about identity theoretically (Roth & Tobin, 2006) and in this chapter we foreground autobiography involving an immigrant teacher who came to the US from the Philippines to pursue a higher degree in environmental chemistry, and subsequently to teach in New York City. Like him, most of his students were immigrants, but mainly dark skinned individuals from the African Diaspora and native speakers of Spanish. This teacher, Reynaldo, is coauthor of this chapter in which we regard cultural enactment of activities as historically constituted, and identity as closely related to lived history.
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Tobin, K., Llena, R. (2012). Colliding Identities, Emotional Roller Coasters, and Contradictions of Urban Science Education. In: Varelas, M. (eds) Identity Construction and Science Education Research. Bold Visions in Educational Research, vol 35. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-043-9_10
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DOI: https://doi.org/10.1007/978-94-6209-043-9_10
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