Resilience, resistance and ‘giving back’: teachers from working class backgrounds and their journeys to teaching

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-03-18 DOI:10.1080/01425692.2023.2294686

Gareth Burns, Niamh Bird, Katriona O’Sullivan

引用次数: 0

Abstract

Precipitated by a recent policy focus on diversifying Ireland’s homogeneous teaching profession, there is an emerging research base focused on the experiences of teachers from under-represented gro...

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复原、抵抗和 "回馈"：工人阶级出身的教师及其从教之路

最近，爱尔兰将政策重点放在使单一的教师队伍多样化上，在此推动下，出现了一个以来自代表性不足的群体的教师的经历为重点的研究基地。

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

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.