Fused identities: an exploration of primary teachers’ geographical identities

Abstract

Teachers working with younger pupils in schools often teach their pupils multiple subjects; therefore, the relationship that the individual teacher has with each subject area is likely to be significant. This paper reports on research which focused on the relationship that a sample of primary teachers working in England, has with geography. The research explored the individuals’ unique geographical stories using a phenomenological methodology in order to gain insight into the relationship between the teachers’ subject-specific identity and their overall identity as teachers. This paper outlines the research findings which indicate that the teachers surveyed have a fused identity, whereby they consider their subject-specific and generic pedagogy to be complimentary facets and not mutually exclusive.