Challenges of Working in Undervalued Technical Schools. A Continuum between Discourses of Deficit and Trust

Autor/in	Azaola, Marta Cristina
Titel	Challenges of Working in Undervalued Technical Schools. A Continuum between Discourses of Deficit and Trust
Quelle	In: British Journal of Sociology of Education, 44 (2023) 5, S.927-943 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Azaola, Marta Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2023.2203357
Schlagwörter	Technical Education; High Schools; Foreign Countries; Poverty; Curriculum Development; Educational Change; Tutors; Attitudes; Work Environment; Teacher Student Relationship; Educational Quality; Student Behavior; High School Students; Socioeconomic Background; Mexico + Suchen Sie Ihr Suchwort? Technikunterricht; High school; Oberschule; Ausland; Armut; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Förderlehrer; Lehrender; Tutor; Attitude; Einstellung; Verhalten; Arbeitsmilieu; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität; Student behaviour; Schülerverhalten; High schools; Student; Students; Schüler; Schülerin; Studentin; Sozioökonomische Lage; Mexiko
Abstract	This paper focuses on the perceptions of technical high school tutors in Mexico about students from lower socioeconomic backgrounds in the context of global curriculum reforms and institutional hierarchies. Through two novel concepts in education, culture of poverty and cultural deficiency, the paper explores: (a) how structural constraints shape tutors' perceptions and practices with students, and (b) how tutors' perceptions contribute to reconceptualise discourses of deficit and the culture of poverty in a more comprehensive way. Through in-depth semi-structured interviews with nine tutors working in Tijuana, Mexico City and Tuxtla Gutierrez, the main themes of analysis are: tutors' working conditions, their perceptions of and relationships with students, the quality of education on offer, curricular reforms, and behaviour management. Even if systemic factors contribute to tutors' perceptions of deficit amongst students, we found valuable experiences of empathy, trust, and encouragement amongst tutors that show both their agency and resilience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01