“It Is Not a Question of if Anymore, It Is a Question of When”: Teacher Emotions and Visions of Identity-Conscious Teaching

Abstract

This paper presents the findings from a qualitative analysis of teacher writing samples collected during a graduate-level, online course exploring issues of equity and identity in education. These writing samples discussed teachers’ perceptions and emotions relating to teaching experiences and imaginations. The concepts of critical emotional praxis and teacher visioning are engaged in analysis to explore teachers’ emotions. Findings elucidate the complexity of encouraging and challenging emotions experienced by teachers regarding identity-conscious teaching in today’s sociopolitical environment.