Teaching Inside Out in Appalachia: Identity Development of Insider/Outsider Teachers
Jones, Jameson Harris
MetadataShow full item record
In this study, I investigate the concept of insider/outsider teacher identity, focusing on its relationship to teacher education. Having extensive experience as a student and teacher in rural Appalachia, I emphasize the regional perspective. To introduce the study, I present the research questions that guide the study, I explain my decision to present the study in two manuscripts, and I position my relationship within the research. In the first manuscript, "Teaching Inside Out: Exploring Insider and Outsider Status Among Teachers," I explain how I developed interest in this topic and I review academic literature about insider/outsider teacher identity. In the second manuscript, "Teaching Inside Out: A Qualitative Study of Teachers' Experiences as Insiders and Outsiders in Appalachia," I use qualitative research methods (Mayan, 2016) to delve into the experiences of teachers who have come to communities in Appalachia from outside the region, and I interrogate the implications of their experiences. This study can serve as a guide to teachers preparing for or continuing in the profession, to explore the development of their own insider/outsider identities in the communities where they work or will be working.
General Audience Abstract
In this study, which I present in two manuscripts, I explore insider/outsider teacher identity in Appalachia. In the first manuscript, I narrate my personal experiences and look to the academic body of literature to inform the topic. In the second manuscript, I present and interpret the experiences of three insider/outsider teachers who have worked in rural Appalachian communities.
- Doctoral Dissertations