Shared Discursive History, Rethinking Teachers as Role Models

Autor/in	Alexander, Patricia
Titel	Shared Discursive History, Rethinking Teachers as Role Models
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 4, S.529-547 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alexander, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1822428
Schlagwörter	Teacher Role; Role Models; Minority Group Teachers; Blacks; Foreign Countries; Role Perception; Student Behavior; Teacher Student Relationship; Ethnicity; Racial Identification; United Kingdom + Suchen Sie Ihr Suchwort? Lehrerrolle; Identifikationsfigur; Black person; Schwarzer; Ausland; Role conception; Rollenverständnis; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnizität; Großbritannien
Abstract	In the UK, government and educational stakeholders perceive the problem with boys' disaffection and underachievement in school as due to a lack of role models. In political role model discourses Black or Ethnic Minority (B.E.M.) teachers are recruited to modify the behaviour of B.E.M. boys, without attaching any blame to the systemic racism they experience in schooling and wider society. The empirical date for this article is drawn from a research project examining the lives of B.E.M teachers. Semi-structured interviews with three male B.E.M. teachers are scrutinised for insights to how they perceive and self-define their discursive work. The author proposes a conceptual frame referred to as 'shared discursive history' to contextualise the way B.E.M. teachers live their role model identity. The findings suggest disrupting links made with B.E.M. boys, behaviour and potential trajectory necessitate B.E.M. teachers modelling a critical stance to, and assumptions about, representations of 'other'. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01