Needles in a Haystack: An Exploratory Study of Black Male Teachers in England

Autor/in	Callender, Christine
Titel	Needles in a Haystack: An Exploratory Study of Black Male Teachers in England
Quelle	In: Management in Education, 32 (2018) 4, S.167-175 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Callender, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020618791656
Schlagwörter	Foreign Countries; Males; Elementary School Teachers; Minority Group Teachers; Asian Americans; Teacher Attitudes; Professional Identity; Identification (Psychology); Ethnicity; Gender Differences; Social Influences; Critical Theory; Race; Teacher Role; Career Choice; Blacks; African Americans; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Male; Männliches Geschlecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Asian immigrant; United States; Asiatischer Einwanderer; USA; Lehrerverhalten; Ethnizität; Geschlechterkonflikt; Sozialer Einfluss; Kritische Theorie; Rasse; Abstammung; Lehrerrolle; Black person; Schwarzer; Afroamerikaner
Abstract	This article draws on a study of black male teachers who teach in primary schools, and aims to contribute to studies of black, Asian and minority ethnic (BAME) teachers. Interviews with 10 participants examine the nexus of professional and social identities and how these are (re)constructed in or by schools. The teachers' agentic actions provide insight into the intersections of race, ethnicity, gender and class, and point to the ways that social and professional identities are in a constant state of (re)formation as black male teachers traverse (and tiptoe) within and between social and professional contexts. Critical race theory (CRT) and intersectionality explore teachers' racialized experiences and perceptions of black male primary school teachers. Findings suggest that black male teachers' agentic actions support them in (re)constructing their professional roles and in the negotiation of their identities in primary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01