In Country Teachers in City Schools, Chea Parton uses conversations with teachers who grew up one place and ended up teaching in another to investigate the influence of place on the personal and professional identity building of teachers and their teaching practice.
Chea Parton works at Purdue University as visiting faculty in curriculum and instruction.
List of Tables and Figures
Foreword by Gregory Fulkerson and Alexander Thomas
Chapter 1: Place, Identity, and Purpose
Chapter 2: Building (Non)Rural Identities
Chapter 3: Portraits of Complexity: Place-Connected Identity
Chapter 4: Language as Rural Identity
Chapter 5: Place and Landscape as Identity
Chapter 6: Understandings of Race and Racism in Rural Schools and Communities
Chapter 7: Place(s) as Pedagogy in the ELA Classroom
Chapter 8: Developing Place-Conscious Teachers
Chapter 9: Rural Futures and Out-Migrant Visibility
About the Author
"This is a careful and powerful exploration of what it means to rural people to move and teach elsewhere. As a teacher-educator at a large urban university, I value this book for how it helps me understand and work with rural people who are my students. As a rural person who has moved and taught elsewhere, I value this book for how it helps me understand and retell my own story."
"Country Teachers in City Schools offers a set of provocative and diverse stories that examine how rurally-raised teachers manage their pedagogies, curriculum, identities, sensibilities, and sensitivities in the urban and suburban schools in which they work. These nuanced and often ambivalent accounts highlight how rural teachers interpret and respond to default deficit assumptions about their homeplaces as well as to the rural-urban spatial coding reflected in contemporary American politics. This book provides a narrative window into how teachers navigate rural urban politics in their work and in their lives."
"By exploring the narratives of rural out-migrants and examining the influence of language, race, and stereotypes, Dr. Parton's research offers a needed and much more nuanced understanding of rural identities. Her book is a powerful testimony for developing place-conscious teachers and why visibility of diverse rural experiences is needed for sustainable rural futures."
"Country Teachers in City Schools is such an important book. In addition to disrupting dominant (often deficit) renderings of rural people and places, Parton, through her detailed portraits of rural educators who have 'out-migrated' and teach in sub/urban schools, demonstrates just how significant ideas of place are to teachers’ identity development and pedagogical practices. This book will undoubtedly appeal to teachers, teacher educators, and those interested in theorizing the intersections between place and identity."