Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790131
Title: The phenomenon of teachers' dis/empowerment within the context of inclusive intercultural education : using tools from the philosophy of critical realism
Author: Stylianou, A.
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
This thesis explores the phenomenon of teachers' dis/empowerment in teaching poor ethnic minority students, shifting the emphasis towards reasons rooted in the learning 'context' and head teachers' actions towards teachers. Data were collected through two in-depth qualitative case studies and two set of interviews with teachers working in two distinct school units. Concepts and tools from the Bhaskarian philosophy were deployed in order to provide a more holistic picture of the phenomenon under study. The analysis of the data uncovered that teachers' dis/empowerment resides in the existence of contextual factors rooted in different levels of reality: at the individual level this refers to students' ethnic origin and socio-economic situation, at the micro-level to the existence of self-expanding virtuous or vicious cycles of low motivation, expectation and academic achievement on both the part of teachers and students, and at the meso-level to policy characteristics. Compatibility or incompatibility of the aforementioned mechanisms with the wider socio-cultural issues results in empowering or dis-empowering contexts for teachers accordingly. Moreover, this study revealed a number of empowering and disempowering head teachers' actions concerning the personal and professional levels respectively. The teachers' empowerment can only be achieved through a combination of empowering actions emerging from the head teachers 'spiritual' and professional characteristics. Insights from this study suggest that both contextual and inter-relational aspects should be identified and addressed in order to empower teachers to teach poor ethnic minority students; moreover, approaching teachers' disempowerment as something 'real' the study brings to the fore the necessity to understand the causes of their dis-empowerment as a necessary condition for addressing those causes and replacing them with more satisfactory structures or conditions. Overall, this thesis aspires to play a role in the re-empowerment of teachers.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790131  DOI: Not available
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