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With surprising candor, the authors of (Re)narrating Teacher Identity: Telling Truths and Becoming Teachers crack open what it means to become and be a teacher in the twentyfirst century United States. In an effort to dig deeper into the challenge of teaching, four new teachers engaged in a summer writers workshop. Drawing from the work of Barbara Kamler (2001), the teachers used artifacts such as school graffiti and text messages to "reposition" and (re)narrate their identities as teachers. In braving truthtelling, the authors built a collective wellbeing. These stories are an important resource for novice teachers, experienced teachers, and teacher educators alike for disrupting dominant teacher narratives and moving towards alternatives.
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