Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.747732
Title: An investigation into the experiences of African and African-Caribbean students whilst on teaching practice in South London primary schools
Author: Poku, V.
ISNI:       0000 0004 7232 4004
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
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Abstract:
This study investigates the experiences of racism of Black teacher trainee Post-graduate students whilst on teaching placements as part fulfilment for their degree. Places on the Post-graduate Certificate in Education (PGCE) course are highly sought-after at this London university where the student body is predominantly White. The research highlights the fact that the PGCE course is predominantly female so a feminist discourse is used in tandem with Narrative Inquiry (NI) to bring their stories to the fore. Critical Race Theory (CRT) is used as a framework to provide the tools and aid in the articulation and translation of the students’ testimonies. CRT moves to identify how Whiteness is embedded in schools, which are identified as microcosms of society, and helps to throw light on the more covert and subtle manifestations of racism evinced in the students’ narratives. The study explores the psychological and emotional burden the students are subjected to due to an unspoken external pressure to ‘fit in’. The notions of ‘microaggressions’ and ‘double consciousness’ are explored in terms of how the students experience being surveilled but also engaging in self-surveillance so as not to be seen as disrupting too much the status quo of the White somatic norm encountered in schools. It highlights the level of resilience the students have in managing to complete their school placements, a compulsory component for successful completion of the course as well as the safe spaces they have to resort to. In terms of professional practice, the study concludes that the need to continually educate student teachers about the discourse of Whiteness and racism is an on-going Sisyphean task.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.747732  DOI: Not available
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