Black male teachers, white education spaces: Troubling school practices of othering and surveillance
Black male teachers, white education spaces: Troubling school practices of othering and surveillance
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黑人男教师，白人教育空间：令人不安的学校其他和监视做法
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发表时间：
2020
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影响因子：
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通讯作者：
C. Callender
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作者：
C. Callender
在英国、美国、加拿大和澳大利亚，小学缺乏男教师一直是政策制定者和学校关注的问题，随着学校的种族越来越多样化，人们也越来越担心教师队伍应该反映其所服务的社区。职前教师培训在这一目标中发挥着至关重要的作用，通过识别，招聘，保留和培训那些表现出成为英语小学教师的潜力。作为少数几个研究，探讨在英格兰的黑人男教师的种族化和性别化的经验之一，我采用批判种族理论（CRT）的使用，以探讨如何黑人男教师的特点和构造在白色教育空间。在一个更大的研究，本文利用反叙事，CRT的关键规则，提请注意的过程中的排斥，他者和监督通过大卫（主要人物）的经验。访谈和文献资料阐明了公开和隐蔽的种族主义以及种族化和性别化的陈规定型观念的体制过程。大卫的故事揭示了他的声音是如何被压制的，因为它被编织成他者，超监视和纪律权力的过程。
The absence of male teachers in primary schools has been an ongoing concern for policymakers and schools in the UK, USA, Canada and Australia, and as schools have become more ethnically diverse so have concerns that the teacher workforce should reflect the communities it serves. Pre‐service teacher training plays a critical role in this aim, by identifying, recruiting, retaining and training those who demonstrate potential to become teachers in English primary schools. As one of a few studies to explore the racialised and gendered experiences of black male teachers in England, I adopt the use of critical race theory (CRT) to examine how black male teachers are characterised and constructed in white education spaces. Drawing on a larger study, this paper utilises counternarrative, a key precept of CRT, to draw attention to processes of exclusion, othering and surveillance through the experience of David (the main character). Interview and documentary data illuminate institutional processes of overt and covert racism, as well as racialised and gendered stereotyping. David’s story reveals how his voice is muted as it is woven into processes of othering, hyper‐surveillance and disciplinary power.