Lacking Resilience or Mounting Resistance? Interpreting the Actions of Indigenous and Immigrant Youth within TeachFirst New Zealand

Autor/in	Crawford-Garrett, Katherine
Titel	Lacking Resilience or Mounting Resistance? Interpreting the Actions of Indigenous and Immigrant Youth within TeachFirst New Zealand
Quelle	In: American Educational Research Journal, 55 (2018) 5, S.1051-1075 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218769563
Schlagwörter	Foreign Countries; Academic Persistence; Resilience (Psychology); Pacific Islanders; Indigenous Populations; Underachievement; Student Behavior; Compliance (Psychology); Teacher Education; Student Characteristics; College Faculty; Principals; Teachers; Cultural Influences; At Risk Students; Teacher Role; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Sinti und Roma; Performance deficiency; Leistungsschwäche; Student behaviour; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Fakultät; Principal; Schulleiter; Lehrer; Lehrerin; Lehrende; Cultural influence; Kultureinfluss; Lehrerrolle; Neuseeland
Abstract	This article draws on qualitative data collected in New Zealand over a 6-month period to examine how participants in and involved with TeachFirst New Zealand (TFNZ) rely on notions of grit and resilience to explain the underachievement of their Maori and Pasifika students. I aim to illustrate that participants face pressure not only to instill resilience in their students but also to enact resilience themselves as they face repeated failures and frustrations in the urban and rural contexts in which they teach. Although participants could interpret their students' refusal to adhere to classroom norms as modes of resistance against schooling practices that have perpetuated colonial legacies, instead they frame students as passive and apathetic recipients of content rather than as agentic actors within their education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01