{"title":"中国西南地区超越缺陷的思考:少数民族教师对学生学业成绩差异的看法","authors":"Qian Liu, Fatma Zehra Colak, Orhan Agirdag","doi":"10.1002/berj.3993","DOIUrl":null,"url":null,"abstract":"<p>Global and national education agendas are concerned with improving the quality and equality of learning outcomes. School systems involuntarily continue to produce new and perpetuate existing inequities and injustices, particularly for minority students. While previous research has highlighted the potential causes and effects of educational inequity, little is known about the perspectives of teachers with minoritised backgrounds regarding the persistence of and responses to educational disparities. This research draws on the literature on deficit thinking and culturally responsive teaching to explore the views of ethnic minority teachers on students' academic achievement disparities in an ethnically diverse region of China. Interviews with 12 ethnic minority teachers show ethnic, biological and cultural deficit thinking when discussing students' schooling. Participants attributed their deficient-oriented thinking to their earlier teacher education experiences, where they acquired the discourse of <i>zhiguo minzu</i> concerning the different sociohistorical developments of minority groups in China. However, teacher participants stated that they also engaged in culturally responsive teaching to support the ethnic identities of their students. These findings draw attention to the multi-layered perspectives of ethnic minority teachers, which comprise both the reproducing and the challenging of inequities about minorities.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Thinking beyond deficits in Southwest China: Perspectives of ethnic minority teachers on academic achievement disparities among students\",\"authors\":\"Qian Liu, Fatma Zehra Colak, Orhan Agirdag\",\"doi\":\"10.1002/berj.3993\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Global and national education agendas are concerned with improving the quality and equality of learning outcomes. School systems involuntarily continue to produce new and perpetuate existing inequities and injustices, particularly for minority students. While previous research has highlighted the potential causes and effects of educational inequity, little is known about the perspectives of teachers with minoritised backgrounds regarding the persistence of and responses to educational disparities. This research draws on the literature on deficit thinking and culturally responsive teaching to explore the views of ethnic minority teachers on students' academic achievement disparities in an ethnically diverse region of China. Interviews with 12 ethnic minority teachers show ethnic, biological and cultural deficit thinking when discussing students' schooling. Participants attributed their deficient-oriented thinking to their earlier teacher education experiences, where they acquired the discourse of <i>zhiguo minzu</i> concerning the different sociohistorical developments of minority groups in China. However, teacher participants stated that they also engaged in culturally responsive teaching to support the ethnic identities of their students. These findings draw attention to the multi-layered perspectives of ethnic minority teachers, which comprise both the reproducing and the challenging of inequities about minorities.</p>\",\"PeriodicalId\":51410,\"journal\":{\"name\":\"British Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-02-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/berj.3993\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/berj.3993","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Thinking beyond deficits in Southwest China: Perspectives of ethnic minority teachers on academic achievement disparities among students
Global and national education agendas are concerned with improving the quality and equality of learning outcomes. School systems involuntarily continue to produce new and perpetuate existing inequities and injustices, particularly for minority students. While previous research has highlighted the potential causes and effects of educational inequity, little is known about the perspectives of teachers with minoritised backgrounds regarding the persistence of and responses to educational disparities. This research draws on the literature on deficit thinking and culturally responsive teaching to explore the views of ethnic minority teachers on students' academic achievement disparities in an ethnically diverse region of China. Interviews with 12 ethnic minority teachers show ethnic, biological and cultural deficit thinking when discussing students' schooling. Participants attributed their deficient-oriented thinking to their earlier teacher education experiences, where they acquired the discourse of zhiguo minzu concerning the different sociohistorical developments of minority groups in China. However, teacher participants stated that they also engaged in culturally responsive teaching to support the ethnic identities of their students. These findings draw attention to the multi-layered perspectives of ethnic minority teachers, which comprise both the reproducing and the challenging of inequities about minorities.
期刊介绍:
The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.