ABSTRACT
This chapter is a revised chapter. It updates the historical and political context of the book and the research on which it is based. It is a revision of the original 2006 chapter, with the addition of more current policies, research, statistics, and the methods used in the 2016 study. It also continues to address the idea of the millennial generation, what research has shown about that generation, and how it is connected to becoming a teacher. It outlines the idea that becoming and being a teacher is a paradoxical experience, a state that is reflected in teacher identity discourses such as narratives and metaphors. It also introduces the idea of discourses of balance, which take the place of borderland discourses in this new edition.
