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Social class (in)visibility and the professional experiences of middle-class novice teachers

Hall, David; Jones, Lisa

Authors

David Hall



Abstract

This article focuses upon the classed and early professional experiences of middle-class novice teachers in England experiencing and contemplating working in schools serving socio-economically disadvantaged communities. Through an examination of the visibility and invisibility of social class in education set within an increasingly unequal and changed social landscape, the article reports upon research which seeks to better understand the class identities of these teachers. Evidence is presented of the key, yet complex, role that social class occupies within the working lives of new teachers and reveals the different ways in which teachers respond to the classed dimensions of their early professional experiences. It is concluded that the fundamentally important role that social class plays in terms of shaping early professional experiences in teaching suggests the need not only for a commensurately enhanced focus as part of early professional development, but also for attention that is sensitively attuned to the class identities of teachers.

Citation

Hall, D., & Jones, L. (2013). Social class (in)visibility and the professional experiences of middle-class novice teachers. Journal of education for teaching : JET, 39(4), 416-428. https://doi.org/10.1080/02607476.2013.782121

Journal Article Type Article
Acceptance Date Jan 29, 2013
Publication Date Oct 1, 2013
Deposit Date Oct 20, 2016
Publicly Available Date Nov 23, 2017
Journal Journal of education for teaching
Print ISSN 0260-7476
Electronic ISSN 1360-0540
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 39
Issue 4
Pages 416-428
DOI https://doi.org/10.1080/02607476.2013.782121
Keywords Class identity, Social class, Middle class, Socio-economic disadvantage, Novice teachers
Public URL https://hull-repository.worktribe.com/output/444455
Publisher URL http://www.tandfonline.com/doi/abs/10.1080/02607476.2013.782121
Copyright Statement ©2017 University of Hull
Additional Information This is the authors' accepted manuscript of an article published in: Journal of education for teaching, 2013, v.39 issue 4.

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