Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ji Hong, Dionne Cross Francis, Casey Haskins, Kelly Chong, Kathryn Habib, Weverton Ataide Pinheiro, Sarah Noon, Jessica Dickinson
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Abstract

ABSTRACTThe purpose of this study was to better understand threats to the wellbeing of multiply marginalised and underrepresented (MMU) teachers by unpacking the ways their multiple social identities intersect with each other and with their teacher identities. This study foregrounded the eudaimonic aspect of wellbeing, examining the extent to which the participants’ needs for relatedness, autonomy, and competence are met within school systems that tend to privilege dominant societal beliefs and structures. We employed a case study to delve into the lives of two MMU teachers, Eva and George, through narrative interviews. Within their school and social contexts, they struggled to fully embrace and enact their identities. They consistently negotiated their multiple intersecting identities, which sometimes required them to conceal certain identities. Concealing sexual identity resulted in protective support for Eva, but put George’s wellbeing at risk. The different ways Eva’s and George’s relatedness, autonomy, and competence are met and interconnected illustrate the complex nature of teacher wellbeing. Expanding the definition of wellbeing to incorporate positive and negative dimensions and underlying psychological processes, as well as implications for school leadership and district policies are discussed.KEYWORDS: Teacher wellbeingmultiply marginalised and underrepresented teacherssocial identityteacher identitybasic needs Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Throughout this chapter we do not capitalise ‘white’ as we are attempting to disrupt and decentre whiteness.
面临威胁的福祉:增加边缘化和代表性不足的教师的交叉身份
摘要本研究的目的是通过分析边缘化和代表性不足(MMU)教师的多重社会身份以及他们的教师身份相互交叉的方式,更好地了解他们的福祉所面临的威胁。这项研究强调了幸福的现实方面,研究了参与者在倾向于特权占主导地位的社会信仰和结构的学校系统中对相关性、自主性和能力的需求得到满足的程度。我们采用了一个案例研究,通过叙述性访谈,深入研究了两位MMU老师伊娃和乔治的生活。在他们的学校和社会环境中,他们努力去完全接受和实现自己的身份。他们一直在协商他们多重交叉的身份,这有时需要他们隐藏某些身份。隐瞒自己的性取向得到了伊娃的保护,但却把乔治的健康置于危险之中。伊娃和乔治的亲缘关系、自主性和能力得到满足和相互联系的不同方式,说明了教师幸福的复杂本质。扩展幸福的定义,纳入积极和消极的维度和潜在的心理过程,以及对学校领导和地区政策的影响进行了讨论。关键词:教师福利;边缘化和代表性不足的教师;社会认同;教师认同;基本需求披露声明作者未报告潜在的利益冲突。在本章中,我们没有大写“白色”,因为我们试图破坏和分散白色。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Teachers and Teaching
Teachers and Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
7.40%
发文量
71
期刊介绍: Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.
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