Which of the case study chapters resonated with you? When did you recognize students, situations, or yourself?
In chapter 9, Campano writes about teacher researchers having multiple identities: activist, interested, vulnerable, and relational. What do these mean to you? In what ways do you feel valued and supported in these kinds of identities, or do you have others?
In this climate of standardized testing focusing on results rather than relationships or process, it is often difficult to sustain these identities, which is where the second classroom comes in. How can you use your agency and community (whether it be your colleagues at school or other places, like this class!) to cultivate and sustain your teaching identities, however you name them?