Minority Ethnic Teachers as Socio-cultural Empathisers: Findings from the Teacher Status Project
The attitudes and perceptions of minority ethnic teachers in relation to their relative status within schools in England and their concerns about the status of the teaching profession.
||Teacher Status, Professionalism, Ethnicity, Minority Ethnic Teachers, African Caribbean Teachers, Minority Ethnic Pupils, Equity, Identity, Recruitment and Retention, Teaching and Learning, Diversity, Curriculum
International Journal of Learning, Volume 13, Issue 6, pp.79-86.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 810.308KB).
Mark is a Research Associate at the University of Cambridge, Faculty of Education. His previous work for local government and voluntary organisations fuelled his interest in issues of social justice and equity within the education system. More recent work, as a full-time researcher, has focussed his attention on research into school management issues; factors related to the under-achievement of minority ethnic students in schools and the use of information communications technology to support teaching and learning. Mark’s current PhD research is concerned with the reactions of local education authorities to the e-government agenda.
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