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The research presented in this paper, based on ethnographic interviews with 19 female and 6 male Canadian teachers of Chinese ancestry, is part of a larger study examining perceptions of careers in teaching by secondary school and university students as well as practising teachers, all of minority Chinese or Punjabi Sikh ancestry (Beynon, Toohey & Kishor, 1992; Beynon & Toohey, 1995; Beynon & Toohey, 1998; Hirji & Beynon, 2000). Drawing on Britzman's (1992) theoretical distinction between teachers' roles and identities, the thesis of our research is that "role", which Britzman describes as impermeable and prescribed by normative institutional practices and ideologies, is, rather, potentially porous. We see that teachers of minority ancestry infuse their roles with new dimensions that draw on their identities. Hall's (1996) materialist theorizing helps us to see how identity, multifaceted and fluid, can be a source for negotiating roles. We recommend changes in teacher education and schools that would help to authorize transformation so that these settings which presently privilege the values, practices and discourses of the dominant Anglo-European Canadian society can become more inclusive of the identities and experiences of minority teachers. 相似文献
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In the research presented here, narratives of the diverse personal and professional experiences of three university educators provide fresh visions for constructing equitable and inclusive pedagogical approaches. Consideration of the narratives is guided by and contributes to understandings of three interconnected perspectives on diversity: embodiment, border crossing and dialogical. 相似文献
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Teachers immigrating to Canada with credentials from non‐Canadian jurisdictions are regarded as desirable immigrant professionals because of their high levels of education and yet, nevertheless, are required to redo some or all of their professional training. This research examines sociocultural notions of voice, agency, authorship and identity in considering how a group of 28 teachers with diverse professional and personal backgrounds, and with initial teaching credentials from outside Canada, perceive and respond to the institutional/structural constraints imposed by mainstream ‘gate‐keeping’ institutions. Analysis of data from interviews and questionnaires indicates that teachers initially credentialled outside of Canada potentially have much to add to the education of students in Canadian schools. However, to achieve this potential it is necessary that these educators' encounters with Canadian educational institutions engage rather than silence their voices. 相似文献
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In this paper, Jean Wright and Ann Beynon discuss their past and present experience of counselling in schools and colleges. They reflect on the way counselling in schools has declined whilst at the same time growing significantly in sixth forms and colleges of further education. Drawing on these experiences and one of the writers' recent experience of the approach to counselling in the USA, they argue that a reconsideration is needed of the value of counselling approaches in schools. 相似文献
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A L Beynon 《British journal of educational technology : journal of the Council for Educational Technology》1981,12(1):70-79
The author outlines some of the problems involved in developing a CAL program in a non-science-based subject and discusses some aspects of the teaching strategy employed. The qualitative aspects of CAL, and its use in the tutorial mode, are described. 相似文献
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