Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hao Tran, Minglin Li
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Abstract

In the wake of globalisation and the widespread dominance of English, Southeast Asian countries have experienced significant shifts in their foreign language policies, prioritising English instruction over other languages. While numerous studies have explored teacher agency in response to educational change, understanding the motivations behind their actions warrants further attention. Amidst this evolving educational landscape in culturally nuanced contexts like Southeast Asia, unpacking the influence of Asian sociocultural values on how teachers exert agency during this transition could provide in‐depth insights into teacher agency and their decision making. Employing a sociocultural approach and drawing on Bourdieu's theory of practice, this paper examines the sociocultural factors shaping the agency of 20 teachers in a Vietnamese university as they respond to a profound educational change—the transition from teaching modern foreign languages (e.g., French, Chinese, and Russian) to teaching English. Through teacher interviews with 20 transitioned teachers, supplemented by insights from interviews with two faculty and university leaders, the findings reveal the embodiment of Bourdieu's concepts of Habitus and Capital in Vietnamese adaptability, flexibility, family roles, responsibilities, and teachers’ sense of collectivity as influential factors on teacher agency. Additionally, the hierarchical nature of change implementation, as reflected in leaders’ orientations, organisational constraints, and administrative styles, viewed through the lens of Field and social networks, contributes to the intricate dynamics of the transition process. Understanding these findings is crucial for comprehending the factors that constrain and facilitate teachers’ responses to change within the complex interplay of individual dispositions, societal structures, and power distribution within the educational sphere.
教育变革时期影响教师能动性的社会文化因素:东南亚背景下的反思
随着全球化和英语的广泛主导地位,东南亚国家的外语政策发生了重大变化,英语教学优先于其他语言。虽然已有大量研究探讨了教师在应对教育变革时的能动性,但了解教师行动背后的动机仍值得进一步关注。在东南亚等文化细微差别的背景下,教育环境不断变化,在这种转变过程中,解读亚洲社会文化价值观对教师如何发挥能动作用的影响,可以深入了解教师的能动作用及其决策。本文采用社会文化方法,并借鉴布迪厄的实践理论,研究了越南一所大学的 20 名教师在应对深刻的教育变革--从教授现代外语(如法语、汉语和俄语)到教授英语--的转型过程中,影响其能动性的社会文化因素。通过对 20 名转型教师的访谈,以及对两名教师和大学领导的访谈,研究结果揭示了布迪厄的 "习惯"(Habitus)和 "资本"(Capital)概念在越南语中的体现,即适应性、灵活性、家庭角色、责任和教师的集体感是影响教师能动性的因素。此外,从实地和社会网络的角度来看,领导者的取向、组织限制和行政风格所反映出的变革实施的等级性质,也是过渡过程中错综复杂的动态因素之一。了解这些研究结果对于理解在教育领域中个人倾向、社会结构和权力分配的复杂相互作用中制约和促进教师应对变革的因素至关重要。
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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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