JOURNAL OF TEACHING WRITING VOLUME 31.2 Jenlink, Patrick M. Teacher Identity and the Struggle for Recognition. Lanham, MD: R & L Education, 2014. 290 pages. ISBN 978-1607095750. Reviewed by Majed Alharbi Exchanging information, conveying messages, and expressing feelings are core parts of human communication, which is never barren of bits and pieces of ourselves. On a daily basis, we use language to identify others and ourselves, align ourselves with them, or distance ourselves from them by underlining our differences (Fina et al. 355). In this sense, the voice we embed in our codes plays a major role in constructing and negotiating our identities as language users and/or language learners and teachers. Moreover, our teaching pedagogies and practices are influenced by our life histories and our view of the world around us. Each practice we preach represents an encounter, possibly a struggle, between our multiple past experiences and the demands of a new environment. Hence, teaching is not some neutral activity which we just learn like a physical skill; rather, it encapsulates every fiber of our multifaceted being as teachers. Teacher Identity and the Struggle for Recognition is mainly a collection of identity-focused academic works. Edited by Patrick M. Jenlink, the book takes a close look at the nature of teacher identity and recognizes it as a social, cultural, and political construct. Jenlink deftly paves our way into the book with an introduction, takes us through a compilation of professional works that substantiate his focal point—the critical importance of teacher’s identity in education and the need for its acknowledgment—and leaves us with his thoughtful reflection on the issue in the final part of the book. By offering the differing perspectives on teacher identity articulated by the contributors, Jenlink sheds light on the daily identity struggles teachers encounter in U.S. schools, universities, and other educational institutions, and suggests relevant preparations for teacher education programs.