The Mosaic of ‘I’ Into the Classroom: Dialogical Intersectional Exploration

Abstract

This chapter explores the ways in which teachers’ multifaceted identities through a dialogical and intersectional lens. Drawing on the Dialogical Self-Theory, the study conceptualises the teacher self as composed of multiple, interacting positions that emerge and negotiate meaning within situated contexts. Integrating intersectionality as a critical framework, this chapter foregrounds how axes of identity such as class and gender interact dynamically in educational settings, producing both tensions and possibilities. The methodology is grounded in reflexive narrative and autoethnographic inquiry, expressed in vignettes, to uncover how a meta-abstracted position emerges from the interplay of positions.