The Myths of Who We Are: Meritocracy, Teachers, and Perceptions of Working-Class Family Histories

Autor/inn/en	Lorsbach, Anthony W.; Lucey, Thomas A.
Titel	The Myths of Who We Are: Meritocracy, Teachers, and Perceptions of Working-Class Family Histories
Quelle	In: Education and Society, 33 (2015) 2, S.65-83 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-2655
Schlagwörter	Working Class; Genealogy; Teacher Background; Social Systems; Social Class; Teacher Student Relationship; Social Bias; Work Ethic; Empathy; Poverty; Unemployment; Social Justice; Economically Disadvantaged; Teacher Attitudes; Beliefs; College Faculty; Graduate Students; Case Studies + Suchen Sie Ihr Suchwort? Arbeiterklasse; Ahnenforschung; Genealogie; Social system; Soziales System; Social classes; Soziale Klasse; Teacher student relationships; Lehrer-Schüler-Beziehung; Arbeitsethos; Empathie; Armut; Arbeitslosigkeit; Soziale Gerechtigkeit; Lehrerverhalten; Belief; Glaube; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Case study; Fallstudie; Case Study
Abstract	This research study interpreted family histories written by teachers enrolled in graduate programs in education in the United States. The family histories described feature ancestors from the working class. Though their family histories are characterized by poverty and unemployment, three of the four teachers interpreted their family histories as characteristic of the American myth of meritocracy. Further, these teachers, residing in the middle class, regard their own students from working class backgrounds as lacking a proper work ethic. The fourth teacher, who experienced situational poverty was more empathetic to the lives of working class students and developed an understanding of educational goals that exceed economic interests and include principles of social justice. Teacher compassion for the underprivileged may be guided by proximity to experiences that are similar to those of their students. Efforts to prepare teachers to be advocates for their students may require processes that evoke rationalities sourced within emotions of empathy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01