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Negotiating Cross-Class Identities While Living a Curriculum of Moral Education


by Ramona Maile Cutri, Jill Manning & Cecilia Santiago Weight ó 2012

Background/Context: A personís socioeconomic class is not a stagnant category based on her income level, but is rather an ongoing lived identity that includes a dynamic process of political struggle. In our self-study, we unpack both our poverty and upper-middle-class experiences and in so doing examine our intergenerational cross-class identity as a site of personal and political struggle.

Purpose/Objective/Research Question/Focus of the Study: This self-study of practice explores how we three mothers who are also educators negotiate our cross-class identities while living a curriculum of moral education with our children who are growing up upper middle class.

Research Design: The qualitative methodology of self-study of practice was employed, and narrative methods were used to gather and analyze data.

Findings/Results: The qualities of intimacy and altruism emerge from our stories as ways to foster cross-class identities that encourage awareness of inequities and promote learning oriented toward social justice.

Conclusions/Recommendations: The approaches and strategies of living a moral education curriculum chronicled in our stories offer a developmentally sensitive model of moral education that could, with modification, inform approaches to educating critical class-conscious educators. The narratives highlight opportunities for researchers and educators to move across cultures and illustrate how tensions between cultures can be held open for meaning making rather than assuming that people only have one class identity. Future research is called for to further explore the impact of race on practices of moral education and how the types of relationships necessary for moral authority can be fostered within the confines of academia.



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Cite This Article as: Teachers College Record Volume 114 Number 10, 2012, p. 1-36
http://www.tcrecord.org ID Number: 16675, Date Accessed: 12/19/2014 7:08:02 PM

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About the Author
  • Ramona Cutri
    Brigham Young University
    E-mail Author
    RAMONA CUTRI, Ph.D., is an assistant professor at Brigham Young University in the Teacher Education Department. Her research interests include preparing teacher candidates to take up the moral complexities of working with diverse students. Some of her recent publications include: Cutri, R. M., Manning, J. M., & Chun, M. (in press). Poverty PhDs: Funds of knowledge, poverty, and professional identity in academia. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices; and Cutri, R. M. (2011). Storied ways of approaching diversity: Reconceptualizing a blended learning environment in a multicultural teacher education course. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative Inquiries Into Teacher Education (Emerald, 2011).
  • Jill Manning
    Los Angeles Unified School District
    E-mail Author
    JILL MANNING, Ed.D., is a Title I/bilingual coordinator in the Los Angeles Unified School District. Her research interests include the effects of poverty on students' access to and interest in education and how class issues affect access to education, English learners, and governance of low-performing schools. One of her recent publications is Cutri, R. M., Manning, J. M., & Chun, M. (in press). Poverty PhDs: Funds of knowledge, poverty, and professional identity in academia. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices.
  • Cecilia Weight

    E-mail Author
    CECILIA SANTIAGO WEIGHT, M.S.W., is a full-time mom, adjunct professor, and high school basketball coach. Her research interests include nondominant culture issues in education.
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