Teaching Poor Ethnic Minority Students: A Critical Realist Interpretation of Disempowerment

被引：6

作者：

Stylianou, Areti ^{[1
]}

Scott, David ^{[1
]}

机构：

[1] UCL, London, England

来源：

BRITISH JOURNAL OF EDUCATIONAL STUDIES | 2018年 / 66卷 / 01期

关键词：

disempowerment; school context; poverty; ethnic minority students; critical realism; EDUCATION; CONTEXT; SCHOOL;

D O I：

10.1080/00071005.2017.1291901

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article aims to supplement the literature on the role of school context with regards to the disempowerment of teachers in their work with poor ethnic minority students. We use a critical realist framework to analyse the empirical data collected for an in-depth school case study and we suggest the existence of real, interrelated, emergent and localised disempowering contextual factors.

引用

页码：69 / 85

页数：17

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