Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Xi; Wang, Ting |
|---|---|
| Titel | Chinese School Teachers' Imaginaries of Being Intellectuals |
| Quelle | In: Comparative Education, 59 (2023) 4, S.524-543 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wang, Xi) ORCID (Wang, Ting) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| DOI | 10.1080/03050068.2023.2173924 |
| Schlagwörter | Teacher Attitudes; Professional Identity; Power Structure; Foreign Countries; Critical Theory; Teaching Methods; Change Agents; Ideology; Elementary School Teachers; China (Beijing) |
| Abstract | This article presents an exploratory qualitative study that investigated a group of Chinese school teachers' imaginaries of intellectuals and self-perceived experiences of being an intellectual. The study was informed by the perspectives of critical pedagogy, that is, to transform technician-like teachers to organic, transformative, or society-involved intellectuals with an activist vision and emancipatory commitment. The findings were generated from textual analysis of in-depth interviews. Chinese teachers tended to distance teaching from their imagined intellectual work, which was deemed value-free and prestigious. Additionally, they rarely regarded themselves as critically engaged agents committed to challenging the oppressive structure in education. Their unreflexive acceptance of the intellectual-teacher divide and their depoliticised stance have largely been shaped by the instrumental approach of education, the pleasure-driven cultural industry, and the unique ideological landscape in China. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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