Abreu, G. d., Crafter, S., Hale, H. and O'Sullivan-Lago, R. (2011) Teachers’ representations of immigrant students and their home cultures: a dialogical self analysis. Invited Presentation presented to: 14th Biennial European Association for Research on Learning and Instruction (EARLI) Conference: Education for a Global Networked Society, Exeter, 30 August - 03 September 2011. (Unpublished)
| Item Type: | Conference or Workshop Item (Invited Presentation) |
|---|---|
| Abstract: | The understanding teachers have of their students’ home backgrounds is a crucial dimension in the way teachers make sense of students’ transitions between home and school. Research in this area has addressed issues about the cultural nature of school knowledge and how “everyday cognition” differs from “school cognition”. As societies become increasingly diverse due to globalisation and migration, it is apparent that the mismatch between teachers’ and students’ cultural backgrounds is not only an issue of cognition but also an issue of identities. Research with teachers has mostly focused on the teachers’ constructions of culturally diverse students, yet the ways in which teachers construct students are not independent of the way they construct themselves. In this paper, we question what new insights using concepts from Dialogical Self Theory can reveal about teachers’ constructions of self and other in the school. Focusing on cultural contact zones where individuals must struggle to negotiate their lives and identities between cultures, Dialogical Self Theory holds that identities are constructed in dialogue, interdependent with the cultural context. This enables the study of the mutual relationships between self and other. We argue that modifying the traditional identity question “Who am I” to “Who am I in relation to the other” must also consider “Who is the other in relation to who I am?” We illustrate this in our analysis of the impact teachers’ constructions of themselves have upon their constructions of the students and their families |
| Subjects: |
B Philosophy. Psychology. Religion > BF Psychology > BF309 Consciousness. Cognition L Education > LC Special aspects of Education > LC225 Home and school L Education > LC Special aspects of Education > LC3701 Immigrants or ethnic and linguistic minorities. Bilingual schools and bilingual education B Philosophy. Psychology. Religion > BF Psychology > BF712 Developmental psychology |
| Creators: | Abreu, Guida de, Crafter, Sarah, Hale, H and O'Sullivan-Lago, R |
| Faculties, Divisions and Institutes: |
University Faculties, Divisions and Research Centres - OLD > Research Centre > The Centre for Children and Youth University Faculties, Divisions and Research Centres - OLD > Faculty of Health & Society > Psychology University Faculties, Divisions and Research Centres - OLD > Research Group > Social and Cultural Research in Psychology Group Faculties > Faculty of Health & Society > Psychology Research Centres > Centre for Psychology and Social Sciences |
| Date: | 3 September 2011 |
| Date Type: | Presentation |
| Event Title: | 14th Biennial European Association for Research on Learning and Instruction (EARLI) Conference: Education for a Global Networked Society |
| Event Dates: | 30 August - 03 September 2011 |
| Event Location: | Exeter |
| Event Type: | Conference |
| Language: | English |
| Status: | Unpublished |
| Refereed: | Yes |
| URI: | http://nectar.northampton.ac.uk/id/eprint/3662 |
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