I'd rather beg for forgiveness than ask for permission: sexuality education teachers' identities and agency in the classroom
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study explored the process by which sexuality education teachers come to conceptualize their teaching identity. The findings suggest that teachers rely on what I am calling a Unique Identity when describing their role. Their Unique Identity is defined by three interdependent components: (a) Strong rapport with students; (b) An ideology of responsibility to provide the truth; and (c) A willingness to cross political or institutional boundaries (even against the required curriculum) to meet that responsibility. Their reliance on a Unique Identity allowed them to perceive themselves as exceptional and their role as sexuality educator as crucial for their students.
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