When ‘picking the right people’ is not enough: A Bourdieuian analysis of social justice and dispositional change in pre-service teachers

Mills, Carmen

doi:10.1016/j.ijer.2012.04.001

Cited by 27 publications

(17 citation statements)

References 22 publications

(23 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Further, this research illustrates the value of providing opportunities for beginning teachers to engage in meta-reflection and learn from these by engaging in professional dialogue with peers and mentors. As C. Mills (2012) identifies, teacher candidates who hold views that are not confirmed by the doxa find those dispositions difficult to maintain.…”

Section: Discussionmentioning

confidence: 99%

Unpacking thehabitus: Exploring a music teacher’s values, beliefs and practices

Dwyer

2015

Research Studies in Music Education

View full text Add to dashboard Cite

There is substantial evidence in the literature to support the claim that teachers’ values and beliefs have a powerful effect on their teaching practice, and that these shape students’ experiences of music learning. However, little attention has been paid to the forces by which these values and beliefs are shaped, and, more importantly, how more positive teacher dispositions may be cultivated and developed through teacher education. Drawing on methodological devices of narrative inquiry, and Bourdieu’s concept of habitus as an interpretive tool, this article describes a case study of one music teacher’s values and beliefs and how these were shaped by personal experiences, and social and institutional forces. Specifically, the paper considers the ways in which this teacher’s values and beliefs were reshaped over the course of the research process.

show abstract

Section: Discussionmentioning

confidence: 99%

Unpacking thehabitus: Exploring a music teacher’s values, beliefs and practices

Dwyer

2015

Research Studies in Music Education

View full text Add to dashboard Cite

show abstract

“…The distributive aspect points to the importance of equitable distribution of access to educational goods and to outcomes. Socially just relationality includes the recognition of, and respect for, social and cultural difference (Cochran-Smith, 2009), indeed other authors refer to this as recognitive justice (Mills, 2012). The participative dimension is concerned with the capacity and opportunity to actively participate in decision making (Fraser, 2008).…”

Section: Social Justice and Social Justice Teacher Identitymentioning

confidence: 99%

“…Addressing issues of social justice in teacher education is a growing area of concern, enquiry and practice, this is particularly so in the US (Cochran-Smith, 2009, Grant & Agosto, 2008Kapustka, Howell, Clayton & Thomas, 2009;McDonald & Zeichner, 2009;Zeichner, 2009), but also in the UK (Boylan, 2009;Farnsworth, 2010), Australia (Mills, 2012;Mills & Ballantyne, 2010), and Canada (Carson, 2005;Philpott & Dagenais, 2012).…”

Section: Introductionmentioning

confidence: 99%

Teacher education for social justice: Mapping identity spaces

Boylan

Woolsey

2015

Teaching and Teacher Education

112

View full text Add to dashboard Cite

Teacher education requires an account of the complex ways that beginning teachers negotiate their relationships to social justice. A determinate view of identity successfully describes relationships to relatively stable social justice positions. This supports the adoption of pedagogies of discomfort and inquiry. However, socio-cultural accounts of identity emphasise indeterminate aspects of identity. The concept of striated and smooth identity space is proposed and illustrated by analysing the responses of four beginning mathematics teachers to the experience of a discomforting and inquiry based pedagogy. This challenges teacher educators to extend their pedagogies to embrace additional principles of respect and compassion.

show abstract

“…This, they point out needs to be nurtured; we consider it an important aim for mentoring. While Mills (2012) highlights the importance of a mentor in influencing the dispositions (habitus) of trainees for consciousness raising, Yendol-Hoppey et al (2011) point out that many mentoring programs (including those in the UK) do not pay attention to dispositions that nurture social justice. The notion of nurturing social justice is also approached by Cochran-Smith et al (2008) who identify that some mentors need to engage in their own professional development and self-reflection about social justice before supporting trainee teachers to develop a social justice stance towards their work.…”

Section: Developing Trainee Teachers' and Mentors' Responsiveness To mentioning

confidence: 99%

Extending the mentor role in initial teacher education: embracing social justice

Duckworth

Maxwell

2015

International Journal of Mentoring and Coaching in Education

View full text Add to dashboard Cite

Purpose -The paper explores how mentors can act as change agents for social justice. It examines mentors' roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment.Design/methodology/approach -Two thematic literature reviews were undertaken: one of UK LLS ITE mentoring and the other an international review of social justice in relation to mentoring in ITE and the first year of teaching. Bourdieu's concepts of capital, field and habitus (Bourdieu, 1986) are used as sensitising tools to explore LLS mentors' practices and the possibilities for increasing the flow of 'pedagogical capital' between mentors, trainee teachers, learners and communities, in such a way that would enable mentors to become agents for social justice.Findings -LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what we call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice. 2Research limitations/implications -While the literature reviews provide timely and important insights into UK and international approaches, the existing literature bases are limited in scale and scope.Practical implications -A model for mentoring that promotes social justice and recommendations for mentor training are proposed.Originality/value -The paper addresses the omission in policy, research and practice of the potential for mentors to promote social justice. The proposed model and training approach can be adopted across all education phases.

show abstract

When ‘picking the right people’ is not enough: A Bourdieuian analysis of social justice and dispositional change in pre-service teachers

Cited by 27 publications

References 22 publications

Unpacking thehabitus: Exploring a music teacher’s values, beliefs and practices

Unpacking thehabitus: Exploring a music teacher’s values, beliefs and practices

Teacher education for social justice: Mapping identity spaces

Extending the mentor role in initial teacher education: embracing social justice

Contact Info

Product

Resources

About