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ERIC Number: EJ1116596
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-4669
EISSN: N/A
"This Group of Difficult Kids": The Discourse Preservice English Teachers Use to Label Students
Salerno, April S.; Kibler, Amanda K.
Journal of Education for Students Placed at Risk, v21 n4 p261-278 2016
This study attempts to understand how "achievement gap Discourse" might be present in preservice teachers' (PSTs) Discourse about students they found challenging to teach. Using a Discourse analytic approach, the project considers: How do PSTs describe challenging students in their written reflections? Do PSTs draw on students' multiple identities? Findings reveal PSTs are taking up a Discourse prevalent in today's educational environment in which students, particularly ethnically and linguistically diverse students, are discussed in terms of inadequacy. PSTs typically describe students in terms of a single label, rather than as having multiple identities. Implications include that PSTs might enter teaching with a limited view and incomplete understanding of students and that even a teacher-education program aimed at pushing PSTs to question their assumptions about students might be reifying a systemwide Discourse that identifies students based on labels--sometimes deficit-oriented labels--rather than fuller understandings of students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A