Patrolling the Borders of Otherness: Dis/placed Identity Positions for Teachers and Students in Schooled Spaces

Hirst, Elizabeth Wyshe; Vadeboncoeur, Jennifer A.

doi:10.1207/s15327884mca1303_4

Cited by 24 publications

(14 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The development of mutually respectful and caring teacher-student relationships forms the basis of re-engagement (Bingham and Sidorkin 2004;Hirst and Vadeboncoeur 2006;Smyth 2007). The quality of robust relationships developed through openness between educators and young people has been directly linked with student learning and teachers' beliefs that their role with students included 'helping in their social and emotional development, along with delivering the academic skills' (Lasky 2005, 907).…”

Section: Educator Identitymentioning

confidence: 99%

Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people

Morgan

Pendergast

Brown

et al. 2015

International Journal of Inclusive Education

View full text Add to dashboard Cite

Despite complex reasons for disengagement and exclusion from conventional schooling, all children have a right to education that is of a high quality. Disenfranchised young people require alternatives for re-engaging in education. This necessitates a rethinking of what it means to be an educator in alternative education settings and how to relate to young people who have experienced exclusion and failure in conventional school settings. Relational ways of being an educator are vital to support the creation of lifelong learners, not merely school completers. Flexible learning programmes offer a model of re-engagement in which relational ways of being an educator are prioritised. This article explores key aspects of trauma-informed practice and relational pedagogy in a network of flexi schools in Australia. Relational pedagogy can redress the impact of trauma and social exclusion experienced by young people. In flexi schools educator identities are challenged and changed by a willingness to explore and understand the impact of trauma on young people's development and capacity to learn. A commitment to trauma-informed practice and relational pedagogy requires educator identities to be co-constructed and negotiated in relationship with young people and colleagues. These shifts in educators' sense of identity in the flexi schools context are explored. IntroductionDifferent ways of being an educator are required in order to re-engage young people facing multiple complexities in their lives (Morgan, Brown, Heck, Pendergast, and Kanasa 2013). This article highlights the importance of trauma-informed practice and relational pedagogy in flexible learning contexts as strategies for re-engagement. These ways of working with young people require shifts in an educator's sense of identity and development in practice. Three focal points related to teacher professional identity (TPI) evident in the literature will be explored: the emotional dimension of TPI including the notion of a teacher as carer; the impact of reform agendas on TPI and the influence of context on TPI (Lasky 2005;Noddings 1992;Smyth 2007). These focal points address a particular gap in the literature related to TPI in alternative education contexts specifically developed to enfranchise young people. They are aligned

show abstract

Section: Educator Identitymentioning

confidence: 99%

Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people

Morgan

Pendergast

Brown

et al. 2015

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…However, Gabby and Sabrina fought this notion that there was one correct science. Students' experiences and differences were highlighted and not understood to be indigenous (Aikenhead & Ogawa, 2007;Hirst & Vadeboncoeur, 2006). This was only able to happen when they were reflective about their instructional practices.…”

Section: Discussionmentioning

confidence: 98%

Negotiating White science in a racially and ethnically diverse United States

Dunac

Demir

2016

Educational Review

View full text Add to dashboard Cite

Scholars have empirically examined, rigorously developed, and analyzed various strategies to increase teachers' capacity to reach students of color. These instructional strategies and philosophies include the study of multicultural education, teaching for social justice, and theorizing the connection between school and home life. While these instructional strategies highlight the need for a more inclusive approach, they do not center race enough. Culturally Relevant Pedagogy (CRP) is the pedagogical, content, and cultural knowledge a teacher exhibits (Ladson-Billings, 1995). CRP does not explicitly problematize race; yet the theory and praxis of CRP should include a critical analysis of race and racism. As an alternative framework that centers on race, researchers have begun to use Critical Race Theory (CRT) to explore aspects of race and racism in the teaching and learning realm. This qualitative case study examined how teachers make sense of their own racial selves in relation to teaching students from different racial backgrounds? (Yin, 2008). Data collection included semi-structured interviews as the primary source of data. Classroom observations and researcher memos served as secondary sources of data (Seidman, 2005;Hatch, 2002; Prior, 2003). According to critical race theorists, narratives are essential when gathering vital sources of information, in that they make the social realities of people of color, as influenced by racism, observable to the world ). As such, CRT was used to identify whether there were any influences of the students' racial identities on the teachers' development and implementation of culturally responsive practices. The analysis revealed that: (1) teachers' explicit confrontation with/of "otherness" as White female teachers and their critical awareness of societal influences on students of color presented more opportunities to be race-conscious and directly address institutional racism; and (2) teachers' critical awareness of explicit and implicit power structures and how these relationships are embedded in a "hidden curriculum" influenced their beliefs and instructional practices. These findings communicate the significance of White female teachers understanding of issues specific to urban schools, and their efforts to find ways to remedy those issues to make learning meaningful, purposeful, and authentic for students of color.

show abstract

“…Above and beyond these considerations, professional development training must recognize the demands of time that are often transferred upon teachers' workloads when public International Journal of Education ISSN 1948-5476 2011 education policy is introduced. The literature recognizes that teachers and school administrators have little time to engage in professional development given the expectations of curriculum, the responsibilities of assessment and evaluation, and their broadening roles (Hirst & Vadeboncoeur, 2006;Smyth, 2001). This is particularly challenging when considering the nature of the paradigm-shift necessary for educators to first challenge their own epistemic and socio-cultural assumptions and positions of privilege, and then account for the unique identity of Aboriginal thought and worldviews.…”

Section: Teacher Professional Developmentmentioning

confidence: 99%

Understanding the Marginalized in the Mainstream: Teacher Education and Aboriginal Educational Policy in Ontario (Canada)

Cherubini

2011

IJE

View full text Add to dashboard Cite

This study investigates the perceptions of elementary school teachers and principals in two publicly-funded school boards in northern Ontario, Canada, with high populations of Aboriginal students. A mixed-methods research design was used to examine participants’ perceptions of the effectiveness of both their pre-service and continuing education programs in preparing them to address the key aspects of Aboriginal elementary students’ bi-cultural and epistemic needs in mainstream public schools in light of recent policy contexts. Participants reported that their pre-service and continuing education were less than effective in preparing them to address Aboriginal students’ bi-cultural and epistemic needs.

show abstract

Patrolling the Borders of Otherness: Dis/placed Identity Positions for Teachers and Students in Schooled Spaces

Cited by 24 publications

References 27 publications

Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people

Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people

Negotiating White science in a racially and ethnically diverse United States

Understanding the Marginalized in the Mainstream: Teacher Education and Aboriginal Educational Policy in Ontario (Canada)

Contact Info

Product

Resources

About