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The Millennial Teacher: Metaphors for a New Generation

The Millennial Teacher: Metaphors for a New Generation C o m m e n t a r y The Millennial Teacher: Metaphors for a New Generation Kristine Johnson The millennial generation has arrived in our classrooms as both teachers and students. The millennial generation, often called “millennials,” is the name sociologists have given to Americans who were born after 1980 and who graduated from high school beginning in 2000. Assuming that a 2000 high school graduate spent four years in college, she could have entered graduate school, possibly as a teaching assistant, in the fall of 2004. Such is my story. In eighth grade, my class had the precarious honor of being named the “Smoke-Free Class of 2000,” a designation that entailed looking at pieces of smokers’ lungs and taking countless surveys about peer pressure. When I graduated from high school, we took even more surveys; as the first class of the new millennium, high hopes, sociological studies, and feature news stories were pinned on us. Although I recall some newspaper articles about the class of 2000 entering college, the media coverage seemed to have subsided by the time I graduated. And when I entered graduate school in rhetoric and composition in the fall of 2004, at http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

The Millennial Teacher: Metaphors for a New Generation

Johnson, Kristine
Pedagogy , Volume 6 (1) – Jan 1, 2006
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Copyright
© 2006 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-6-1-7
Publisher site
See Article on Publisher Site

Abstract

C o m m e n t a r y The Millennial Teacher: Metaphors for a New Generation Kristine Johnson The millennial generation has arrived in our classrooms as both teachers and students. The millennial generation, often called “millennials,” is the name sociologists have given to Americans who were born after 1980 and who graduated from high school beginning in 2000. Assuming that a 2000 high school graduate spent four years in college, she could have entered graduate school, possibly as a teaching assistant, in the fall of 2004. Such is my story. In eighth grade, my class had the precarious honor of being named the “Smoke-Free Class of 2000,” a designation that entailed looking at pieces of smokers’ lungs and taking countless surveys about peer pressure. When I graduated from high school, we took even more surveys; as the first class of the new millennium, high hopes, sociological studies, and feature news stories were pinned on us. Although I recall some newspaper articles about the class of 2000 entering college, the media coverage seemed to have subsided by the time I graduated. And when I entered graduate school in rhetoric and composition in the fall of 2004, at

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2006

References