https://orcid.org/0000-0002-4370-5153
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ABSTRACT
In this article, I use data from interviews with three social studies teachers to consider teachers’ identity development. I point to how their narratives challenge traditional linear notions of professional attainment and apprenticeship by drawing on theories from Deleuze and Guattari as well as scholars in education who have utilised Deleuzian conceptions to theorise teacher education. Becoming teacher is a way for teachers and teacher educators to rethink professional identity for the fostering of justice and equity.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. For more on the rhizome see Three Minute Theory’s ‘What is the rhizome’ https://www.youtube.com/watch?v=gnteiRO-XfU&t=4s
2. Because the adult participants were in various stages of graduate student and obtaining teaching jobs, I will refer to all as ‘teachers’ for the sake of simplicity.