The kids are (not) alright: Teachers’ perspectives on the discourse of youth in social-emotional crisis

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-08-21 DOI:10.1016/j.tate.2024.104749

引用次数: 0

Abstract

In this qualitative study stemming from a discourse community with six elementary teachers in the United States, discourse analysis was used to explore how these teachers discuss the international notion that youth are in a social and emotional crisis. The teachers resisted a deficit narrative that youth are to blame for this crisis and require fixing. Resistance was evident in teachers' discursive strategies such as illuminating students’ strengths, recognizing how “crisis” can emerge from systems operating as intended, and pointing out the contradictory metaphors of movement (stuck in the past, obsessed with progress) that can prevent global transformation in education.

查看原文本刊更多论文

孩子们（不是）没事：教师对处于社会情感危机中的青少年言论的看法

在这项定性研究中，我们与美国的六位小学教师组成了一个话语社区，通过话语分析来探讨这些教师是如何讨论青少年处于社会和情感危机这一国际概念的。教师们抵制赤字叙事，即青少年是这场危机的罪魁祸首，需要加以解决。这种抵制体现在教师的话语策略中，如彰显学生的优势，认识到 "危机 "是如何从按计划运行的系统中产生的，并指出运动的矛盾隐喻（停留在过去，沉迷于进步）可能会阻碍全球教育变革。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.