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The ‘C-Word’: novice teachers, class identities and class strategising

Jones, Lisa

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Abstract

This paper draws on a longitudinal qualitative study exploring the influence of the social class identities of novice teachers on their emerging teacher identities. The paper focuses on the ways in which, even at an implicit level, many novice teachers appear to recognise that their own (or perceptions of their own) class identity and the associated cultural capital that they bring might not be equally valued in all school settings. Thus, whilst some novice teachers are constrained/restricted by their class identities, others, often those with middle-class identities, are more able to play strategically with their class, minimising the potential disadvantages of a perceived lack of appropriate cultural capital. This paper therefore sets out to explore these responses given that they yield strong support for the self-reflection, problematisation and critique of novice teachers’ identities in initial teacher education and training programmes.

Citation

Jones, L. (in press). The ‘C-Word’: novice teachers, class identities and class strategising. Pedagogy, Culture and Society, 1-17. doi:10.1080/14681366.2019.1566161

Journal Article Type Article
Acceptance Date Nov 30, 2018
Online Publication Date Jan 14, 2019
Deposit Date Jan 14, 2019
Publicly Available Date Jul 15, 2020
Journal Pedagogy, Culture & Society
Print ISSN 1468-1366
Electronic ISSN 1747-5104
Publisher Taylor & Francis
Peer Reviewed Peer Reviewed
Pages 1-17
DOI https://doi.org/10.1080/14681366.2019.1566161
Keywords Cultural Studies; Education
Public URL https://hull-repository.worktribe.com/output/1214527
Publisher URL https://www.tandfonline.com/doi/full/10.1080/14681366.2019.1566161
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rpcs20; Published: 2019-01-14

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