Challenges of working in undervalued technical schools. A continuum between discourses of deficit and trust

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-05-11 DOI:10.1080/01425692.2023.2203357

Marta Cristina Azaola

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引用次数: 0

Abstract

Abstract This paper focuses on the perceptions of technical high school tutors in Mexico about students from lower socioeconomic backgrounds in the context of global curriculum reforms and institutional hierarchies. Through two novel concepts in education, culture of poverty and cultural deficiency, the paper explores: (a) how structural constraints shape tutors’ perceptions and practices with students, and (b) how tutors’ perceptions contribute to reconceptualise discourses of deficit and the culture of poverty in a more comprehensive way. Through in-depth semi-structured interviews with nine tutors working in Tijuana, Mexico City and Tuxtla Gutierrez, the main themes of analysis are: tutors’ working conditions, their perceptions of and relationships with students, the quality of education on offer, curricular reforms, and behaviour management. Even if systemic factors contribute to tutors’ perceptions of deficit amongst students, we found valuable experiences of empathy, trust, and encouragement amongst tutors that show both their agency and resilience.

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在被低估的技术学校工作的挑战。赤字和信任之间的连续体

摘要本文关注的是在全球课程改革和制度等级的背景下，墨西哥技术高中教师对社会经济背景较低的学生的看法。通过教育中的两个新概念，贫困文化和文化缺失，本文探讨:(a)结构性约束如何塑造导师对学生的看法和实践，以及(b)导师的看法如何有助于以更全面的方式重新概念化赤字和贫困文化的话语。通过对在蒂华纳、墨西哥城和图克斯特拉古铁雷斯工作的9位导师进行深入的半结构化访谈，分析的主题是:导师的工作条件、他们对学生的看法和与学生的关系、所提供的教育质量、课程改革和行为管理。即使系统因素导致了导师对学生缺陷的看法，我们也发现导师之间的同理心、信任和鼓励的宝贵经验显示了他们的能动性和弹性。

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.