Ji Hong, Dionne Cross Francis, Casey Haskins, Kelly Chong, Kathryn Habib, Weverton Ataide Pinheiro, Sarah Noon, Jessica Dickinson
{"title":"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","authors":"Ji Hong, Dionne Cross Francis, Casey Haskins, Kelly Chong, Kathryn Habib, Weverton Ataide Pinheiro, Sarah Noon, Jessica Dickinson","doi":"10.1080/13540602.2023.2263739","DOIUrl":null,"url":null,"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.","PeriodicalId":47914,"journal":{"name":"Teachers and Teaching","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities\",\"authors\":\"Ji Hong, Dionne Cross Francis, Casey Haskins, Kelly Chong, Kathryn Habib, Weverton Ataide Pinheiro, Sarah Noon, Jessica Dickinson\",\"doi\":\"10.1080/13540602.2023.2263739\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47914,\"journal\":{\"name\":\"Teachers and Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2023-10-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teachers and Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13540602.2023.2263739\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13540602.2023.2263739","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities
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.
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.