TY - JOUR
T1 - ‘It’s not about punitive’
T2 - exploring how early-career teachers in high-poverty schools respond to critical incidents
AU - Lampert, Jo
AU - Burnett, Bruce
AU - Comber, Barbara
AU - Ferguson, Angela
AU - Barnes, Naomi
N1 - Funding Information:
This work was supported by the Australian Research Council [2013001388].
Publisher Copyright:
© 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020
Y1 - 2020
N2 - This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty.
AB - This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty.
KW - Classroom management
KW - Critical incidents
KW - high-poverty schools
KW - teacher accounts
KW - teacher–student relationships
UR - http://www.scopus.com/inward/record.url?scp=85031423838&partnerID=8YFLogxK
U2 - 10.1080/17508487.2017.1385500
DO - 10.1080/17508487.2017.1385500
M3 - Article
AN - SCOPUS:85031423838
SN - 1750-8487
VL - 61
SP - 149
EP - 165
JO - Critical Studies in Education
JF - Critical Studies in Education
IS - 2
ER -