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ERIC Number: EJ915389
Record Type: Journal
Publication Date: 2011-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0305-4985
Playing the Role of "Cultural Expert": Teachers of Ethnic Difference in Britain and Australia
Basit, Tehmina N.; Santoro, Ninetta
Oxford Review of Education, v37 n1 p37-52 Feb 2011
This article brings together the findings of two separate studies in Britain and Australia that sought to examine the experiences of teachers of ethnic difference. Drawing on qualitative data, we examine how early-career and mid-career minority ethnic teachers in Britain and Australia, respectively, understand and take up the role of "cultural expert", a position generated through expectations that they will be mentors and role models for ethnic minority students as well as curriculum and pedagogy leaders within schools. The newly qualified British teachers were generally positive about their positioning as cultural experts because the recognition of their knowledge about minority ethnic cultures, traditions and languages enabled them to develop self-esteem and, in turn, led them towards self-actualisation. The experienced Australian teachers, however, perceived their role as "cultural expert" as problematic because the demands and associated increase in workload led to disenchantment and burn-out and reduced opportunities for their career development on a broader level. We conclude by raising issues around teacher education and the recruitment of minority ethnic teachers. (Contains 3 notes.)
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 - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom