Teaching Poor Ethnic Minority Students: A Critical Realist Interpretation of Disempowerment

Autor/inn/en	Stylianou, Areti; Scott, David
Titel	Teaching Poor Ethnic Minority Students: A Critical Realist Interpretation of Disempowerment
Quelle	In: British Journal of Educational Studies, 66 (2018) 1, S.69-85 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2017.1291901
Schlagwörter	Minority Group Students; Low Income Students; Teacher Empowerment; Case Studies; Teaching Conditions; Ethnic Groups; Critical Theory; Realism; Poverty; Foreign Countries; Qualitative Research; Observation; Semi Structured Interviews; Elementary School Students; Cyprus + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lehrbedingungen; Unterrichtsbedingungen; Ethnie; Kritische Theorie; Realismus; Armut; Ausland; Qualitative Forschung; Beobachtung; Zypern
Abstract	This article aims to supplement the literature on the role of school context with regards to the disempowerment of teachers in their work with poor ethnic minority students. We use a critical realist framework to analyse the empirical data collected for an in-depth school case study and we suggest the existence of real, interrelated, emergent and localised disempowering contextual factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01