幸福之路:重新概念化抵御能力,让边缘化教师的前景变得更强
Ji Hong1, Lijie Liu1, Yijia Chen1
1Department of Educational Psychology, College of Education, University of Arizona, 1430 E. 2nd Street, Tucson, AZ 85721, USA.
边缘化的教师被边缘化.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 批判性的教学学术.
背景情况:
- 传统的弹性模型往往忽视了边缘化群体的经历.
- 教师的福祉受到教育系统内的结构性压迫的重大影响.
- 需要了解边缘化教师如何积极应对和抵制逆境.
研究的目的:
- 通过将边缘化的教师的代理性抵抗置于中心,重新构思弹性.
- 探索边缘化身份的教师如何抵制结构性压迫,维持他们的专业和个人身份.
- 开发一个关键的框架,以理解弹性作为政治参与的实践.
主要方法:
- 使用了批判性的定性调查.
- 进行了深入的访谈,与17名美国教师进行了深入的访谈,这些教师认同了边缘化的种族,性别和/或性认同.
- 数据分析的重点是识别抵抗模式及其与福祉的联系.
主要成果:
- 抵抗表现在各种形式,包括包容性课程设计,直接对抗和体现的身份表达.
- 教师从社会运动和祖先遗产等集体资源中汲取力量.
- 抵抗被确定为一种集体的,认同的实践,而不仅仅是个人的应对.
结论:
- 应重新定义弹性,以包括故意和主动的抵抗.
- 代理抵抗使边缘化的教师能够挑战不平等,促进教育正义,并促进个人勃发展.
- 机构支持对于使边缘化教师能够在具有挑战性的教育环境中抵抗,坚持和壮成长至关重要.
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