反社会行为作为摩洛哥城市潜在学校功能障碍的指标:一项现象学研究

Aziz Ouladhadda, Adil Azhar
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引用次数: 0

摘要

本研究探讨了摩洛哥高中英语教师的主观经验,阐明了他们日常遇到的破坏性和反社会行为以及他们采用的应对机制。本研究在结构功能主义的理论框架内进行,旨在衡量学校作为社会化机构在多大程度上履行其指定的社会角色。采用现象学方法,允许五位高中教师自由地分享和反思他们关于调查主题的生活经验。采用半结构化访谈收集数据,为举报人提供了充分的自由来表达他们的看法、感受、痛苦,并提出切实可行的解决方案。从与会者的证词中,出现了三个主要主题。首先,摩洛哥的学校现在正在从事与安全和社会秩序有关的未公开的角色,而不是教育。其次,教师所经历的巨大痛苦对他们的专业表现产生了实质性的负面影响,这反过来又影响了学生的学习成绩。第三,举报人认为破坏性行为是学校功能失调的一种症状,并将其归因于教师权力被剥夺、学校立法无效、缺乏协作环境、地方当局、媒体和家庭。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Antisocial Behaviors as Indicators of Latent School Dysfunction in Urban Morocco: a Phenomenology Study
This present research delves into the subjective experiences of EFL high school teachers in Morocco, elucidating their daily encounters with disruptive and anti-social behaviors and the coping mechanisms they employ. Conducted within the theoretical framework of structural functionalism, the study aims at measuring the extent to which schools as socialization institutions serve their designated social roles. A phenomenological methodology is employed, allowing five high school teachers to freely share and reflect on their lived experiences with regard to the topic under investigation. Semi-structured interviews were used to collect the data, which offered ample freedom for informants to voice their perceptions, feelings, sufferings, and to suggest practical solutions. From the testimonies of participants, three primary themes emerged. First, the Moroccan school is now embarking on undeclared roles pertaining to security and social order rather than to education. Second, the immense suffering experienced by teachers has a substantial negative impact on their professional performances, which, in turn, affects students’ academic achievements. Third, informants recognize disruptive behavior as a symptom of school dysfunction, and attribute it to teacher disempowerment, ineffective school legislations, the absence of a collaborative environment, the local authorities, the media and the family.
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