The diversity trap? Critical explorations of black male teachers’ negotiations of leadership and learning in London state schools
The diversity trap? Critical explorations of black male teachers’ negotiations of leadership and learning in London state schools
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伦敦公立学校黑人男教师领导力和学习谈判的批判性探索
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发表时间：
2020
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通讯作者：
Derron Wallace
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作者：
Derron Wallace
黑人和少数民族教师在英国学校的代表性明显不足。尽管人们越来越担心英国教师的“多样性短缺”，但最近对黑人教师，特别是黑人男性教师的经验的研究仍然相当稀少。借鉴深入访谈25个加勒比黑人和非洲黑人男教师五年或五年以上的经验，在伦敦学校，本文部署布迪厄的组织惯习的概念，探索如何在国家的“多样性短缺”，可能会导致当地的“多样性陷阱”在州立学校，限制了黑人男教师的角色范围，鼓励在学校追求。研究结果表明，黑人男教师的压力，担任种族化的角色，社区联络员，榜样，全校纪律，特别是少数民族学生，阻碍了长期进步的黑人男教师走向部门和行政领导-在其中的多样性短缺的行列更加严重。
ABSTRACT Black and minority ethnic teachers are significantly underrepresented in British schools. Despite increasing anxieties about Britain’s ‘diversity shortage’ among teachers, recent studies on the experiences of Black teachers generally, and Black male teachers specifically, remain rather sparse. Drawing on in-depth interviews with 25 Black Caribbean and Black African male teachers with five or more years of experience in London schools, this article deploys Bourdieusian conceptions of organizational habitus to explore the ways in which the national ‘diversity shortage’ can lead to a local ‘diversity trap’ in state schools that limits the range of roles Black male teachers are encouraged to pursue in schools. Findings suggest that pressures for Black male teachers to serve in racialized roles as community liaisons, role models, and school-wide disciplinarians, particularly for ethno-racial minority students, have stymied the long-term progress of Black male teachers towards departmental and administrative leadership – ranks at which the diversity shortage is even more acute.