A Postpositivist Realist Theory of Identity: Expanding Notions of Gender in Teacher Education

Tonda Liggett


In this essay, I conceptualize the potential of a postpositivist realist theory of identity for teacher candidates as a way to expand notions of gender identity. I argue that by engaging in a postpositivist realist theory of identity, teacher educators create a venue for students to explore individual, situated factors that influence identity construction as well as the social, historical, and political contexts that inform these constructions. Such analysis lends itself to a complex inquiry that more accurately reflects the lived experiences of immigrant women and girls as they navigate new social settings and American conceptualizations of gender norms. The influence of culture on individual notions of women's roles and the ways in which these change in a (new) American context are also considered.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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