Chapter 9: Teacher Identities and Intersectionality: A Case Study from Aotearoa New Zealand

This chapter uses intersectionality as an analytical tool (Grant & Zwier, 2011) to re-analyze research findings from a case study of collaborative work between Indigenous Māori and non-Māori teachers within two mainstream schools in Aotearoa New Zealand. In an attempt to redress the damaging and ongoing effects of colonization and institutional racism, recent government supported initiatives have focused on improving classroom practice and outcomes for Māori learners. A case study of one such initiative highlighted the influence of multiple identity markers on teacher engagement within culturally responsive school reform work. Teacher identity markers included relational connections which were place and community based, and highlighted identity territories and membership collectives which enabled or disrupted a teacher’s sense of acceptance or belonging. ‘Forced identities’ (McIntosh, 2005) also emerged from the data. These identities were located across intersections of power and privilege related to social constructions of race/ ethnicity, sexuality and gender. All of these identity markers, whilst influencing teacher engagement in collaborative work, remained unexamined within the context of culturally responsive school reform. Intersections of difference within hegemonic schooling processes of colonization and assimilation are discussed along with recommendations to promote social justice and solidarity across diverse school communities.