Titlebook: Intersectionality Narratives in the Classroom; “Outsider Teachers” Sara Makris Book 2018 The Editor(s) (if applicable) and The Author(s) 2

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,Introduction: “Outsider Teachers” and the Case for Intersectionality,r application of intersectionality theory—an accommodation of the complexity of interacting, shifting, and overlapping characteristics and the ways they morph according to circumstance. To highlight this opportunity, the term “outsider teacher” is further explained according to its connotation and historical use.

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The Role of Narrative,ticipant and recounts through a series of personal narratives how she has been recognized herself as an outsider, how she was introduced to the concept in an academic setting, and how she has experienced classroom teaching as an outsider.

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Conclusion: Lessons Learned and Implications for Future Scholarship,nally, she makes the argument for further study of this growing group of educators, emphasizing the need for applying intersectionality theory and the effectiveness of narrative inquiry as a research methodology. The chapter concludes with a personal narrative demonstrating application of the lessons.

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Book 2018 upon combinations of race, class, gender identity, sexual orientation, nationality, ability status, religion, or other identity characteristics. The teachers profiled bring experiences of social isolation and difference into the classroom and demonstrate perspectives and habits of mind that inform

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Teacher Narrative: Maria,gender identity set her apart from the community and her students. She describes the difficulties of working in an, at times, hostile environment but also explains areas where she has honed skills and leveraged her status, ultimately becoming a valued member of the faculty and community.

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Teacher Narrative: Winnie,s a largely Latino population with a faculty of younger, white teachers. She initially rejects the term “outsider,” but after consideration and study, embraces it as a strength. In her school, Winnie is a sought-after educator and models positive, inclusive interactions for her students as well as other teachers.

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Teacher Narrative: Kyong,school is more racially diverse than many, it does not include a large portion of Asian Americans. Kyong describes his evolution as a graduate student and teacher. He demonstrates a keen understanding of power dynamics and the necessity for inclusiveness.

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