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Experienced Teachers' Perspectives on Cultural and Social Class Diversity: Which Differences Matter?

机译：经验丰富的教师对文化和社会阶层差异的看法：哪些差异重要？

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摘要

This article reports on a pilot study that investigated the beliefs, values, and pedagogies of experienced high school teachers who worked with student populations of non-English speaking and economically disadvantaged immigrants or refugees in Australia. Qualitative research methods, including focus groups and in-depth individual interviews with teachers, produced data that were examined using Critical Discourse Analysis. Close reading of the teachers' comments suggests that there are a number of key discourses that teachers use to make sense of differences among culturally diverse and economically disadvantaged groups of students. Specifically, teachers distinguish between cultural groups on the basis of students' life experiences prior to arrival in Australia; students' collective and individual educational experiences; and the different social class positioning of students within the same ethnic group. In their comments, teachers at times categorised students in generalised and stereotypical ways but also were able to critique and reflect on their personal assumptions. An analysis of the teachers' reflections provides insights into how they made sense of “diversity” and how, as teachers, they try to work productively with ethnically diverse and economically disadvantaged students.
机译：本文报道了一项试点研究，该研究调查了经验丰富的高中教师的信仰，价值观和教学方法，他们与非英语国家的学生群体以及在澳大利亚处于经济劣势的移民或难民一起工作。定性研究方法（包括焦点小组和对老师的深入个人访谈）产生的数据已使用批判性话语分析进行了检查。仔细阅读教师的评论表明，教师使用了许多重要的话语来理解文化差异和经济弱势学生群体之间的差异。具体来说，教师会根据学生抵达澳大利亚之前的生活经历来区分文化群体；学生的集体和个人教育经历；以及同一民族中学生在社会阶层上的定位不同。在他们的评论中，老师有时以一般和定型的方式对学生进行分类，但也能够批评和反思他们的个人假设。对教师思考的分析提供了有关他们如何理解“多样性”的见解，以及作为教师的他们如何努力与具有种族差异和经济弱势的学生开展富有成效的合作。

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