“This is English class”: Evolving identities and a literacy teacher's shifts in practice across figured worlds

Jessica Cira Rubin, Charlotte L. Land

Research output: Contribution to journalArticle

4 Scopus citations


Teacher learning should be regarded as a complex life-long process, one that may be best understood as interwoven with the life-long process of identity development. Using concepts like figured worlds, histories-in-person, cultural artifacts, and conceptual/procedural identity (Holland, Lachiotte, Skinner, & Cain, 1998), this paper explores one secondary teacher's shifting from traditional methods of English teaching to a workshop approach. As the teacher perceived the figured nature of dominant narratives about schooling alongside his own history-in-person, emerging tensions became productive spaces. This paper concludes with implications about the usefulness of identity theories to examine and facilitate teacher learning over time.

Original languageEnglish (US)
Pages (from-to)190-199
Number of pages10
JournalTeaching and Teacher Education
StatePublished - Nov 2017


All Science Journal Classification (ASJC) codes

  • Education

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