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A Visual Narrative Investigation of the Embodied Identities of Ethnic Minority Female PE Teachers Who Work in Predominantly White Contexts

机译：对在白色背景下工作的少数民族女性体育教师的具体身份的视觉叙事研究

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摘要

Ethnic minority female physical education (PE) teachers who work in predominantly white schools may face multiple forms of marginalization and oppression due to the embodiment of a racialized and gendered identity which is positioned as "other" within PE contexts. A significant gap exists between diversifying teacher and student populations, thus warranting an examination of how sociocultural factors impact a teacher's identity. Purpose: To explore how race and gender intersect in the embodied identities of ethnic minority female PE teachers in predominantly white schools in the United States. Methods: This study used narrative and visual research methods from a constructivist paradigmatic lens and followed guidelines for narrative-based, semi-structured, and conversational interviews coupled with photo elicitation. Results: The pilot study demonstrated how participants often felt isolated and uncomfortable in their schools, actively seeking out other ethnic minorities to make meaningful connections and validate their embodied identities. The full study indicated that participants enacted colorblind discourses in order to assimilate into their school settings yet also experienced internal conflict over their super-visibility as minority members within white majoritarian schools. Finally, the full study illustrated participants' self-affirming strategies and resilience in working for social justice within their predominantly white school contexts, and how notions of transformational resistance sustained their commitment to furthering the field of PE towards more inclusive and critical pedagogies. Discussion: This research demonstrated how schools are often sites of continued racialized marginalization for ethnic minority community members and served as an important reminder that future research should avoid enacting a "deficit" or "savior" position when examining issues of racial inequality. Instead, it is imperative that scholarship in the field employ an agentic perspective which recognizes the autonomy of its subjects in reframing their experiences towards empowerment. The agency of "othered" school community members should be centered within the notion of schools as sites of marginalizing pedagogies for research that aims to destabilize dominant discourses and disrupt the resulting oppression embedded within the educational system in the United States.
机译：在白人学校中主要工作的少数民族女性体育老师可能会由于种族和性别认同的体现而面临多种形式的边缘化和压迫，在体育教育中，种族认同和性别认同被定位为“其他”。在教师和学生群体多样化之间存在巨大差距，因此有必要检查一下社会文化因素如何影响教师的身份。目的：探讨种族和性别如何在美国以白人为主的少数族裔女性体育教师的具体身份中相交。方法：本研究使用了建构主义范式视角的叙事和视觉研究方法，并遵循了基于叙事，半结构化和对话式访谈以及照片引诱的指导原则。结果：这项初步研究表明，参与者在学校经常感到孤独和不舒服，积极寻找其他少数民族，以建立有意义的联系并验证其具体身份。完整的研究表明，参与者为了融入学校环境而制定了色盲话语，但在白人白人学校中作为少数群体成员的超级可见性也经历了内部冲突。最后，完整的研究说明了参与者在主要是白人学校的背景下为实现社会正义而努力的自我肯定策略和韧性，以及变革性抵抗的观念如何继续致力于推动体育教育向更具包容性和批判性的教学法发展。讨论：这项研究表明，学校经常是少数民族社区成员经常在种族上边缘化的场所，并提醒人们，在研究种族不平等问题时，未来的研究应避免扮演“赤字”或“救星”的角色。相反，当务之急是该领域的学术采用代理观点，该观点承认学科主体在将其经历转化为赋权方面的自主权。 “其他”学校社区成员的代理应以学校的概念为中心，因为学校的教学法被边缘化，目的是破坏主流话语的稳定性并破坏美国教育系统中所固有的压迫。

著录项

  • 作者

    Simon, Mara.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Physical education.;Womens studies.;Ethnic studies.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 234 p.
  • 总页数 234
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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