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

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Qian Liu, Fatma Zehra Colak, Orhan Agirdag
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引用次数: 0

摘要

全球和各国的教育议程都关注提高学习成果的质量和平等性。学校系统不由自主地继续产生新的和延续现有的不公平和不公正,尤其是对少数群体学生而言。尽管以往的研究强调了教育不公平的潜在原因和影响,但对于少数群体背景的教师对教育差距的持续存在和应对措施的看法却知之甚少。本研究借鉴了有关赤字思维和文化回应教学的文献,探讨了中国一个多民族地区的少数民族教师对学生学业成绩差距的看法。对 12 名少数民族教师的访谈显示,在讨论学生的学校教育时,他们存在民族、生物和文化上的缺陷思维。受访者认为,他们的赤字导向思维得益于早年的师范教育经历,他们在师范教育中获得了关于中国少数民族不同社会历史发展的 "之乎者也 "话语。不过,参训教师表示,他们也参与了文化回应式教学,以支持学生的民族身份认同。这些发现使人们注意到少数民族教师的多层次视角,其中既包括对少数民族不平等现象的再现,也包括对这种不平等现象的挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
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.
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