Teaching on the Other Side: How Identity Affects the Capacity for Agency of Teachers Who Have Crossed the Community Divide in the Northern Ireland Educational System

Autor/inn/en	Milliken, Matthew; Bates, Jessica; Smith, Alan
Titel	Teaching on the Other Side: How Identity Affects the Capacity for Agency of Teachers Who Have Crossed the Community Divide in the Northern Ireland Educational System
Quelle	In: Oxford Review of Education, 47 (2021) 6, S.719-736 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Milliken, Matthew) ORCID (Bates, Jessica) ORCID (Smith, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1867525
Schlagwörter	Foreign Countries; Catholic Educators; Protestants; Teacher Background; Teacher Distribution; Ethnicity; School Segregation; Elementary School Teachers; Secondary School Teachers; Professional Autonomy; Professional Identity; Catholic Schools; Religious Factors; Conflict; Community Relations; Intercultural Communication; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Katholische Erziehergemeinschaft; Protestantism; Protestantismus; Ethnizität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berufsfreiheit; Katholische Schule; Konflikt; Interkulturelle Kommunikation
Abstract	The ethnic separation of the school system in Northern Ireland along Catholic and Protestant community lines limits opportunities for daily cross-community interaction between young people. Recent research has shown that, whilst the deployment pattern of teachers is largely consistent with this divide, a small proportion of teachers has diverted from the community-consistent path and are teaching in a school not associated with their own community background. Narrative interviews with a purposive sample of these cross-over teachers has provided rich insights into their experiences. The research presented here explores the extent to which these cross-over teachers felt able to reveal and engage their ethnic identity in their teaching. A mixed pattern is observed; whilst some had endeavoured to hide or disguise their identity, others had embraced their otherness and were consequently better placed to achieve agency in their practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01