Cross-cultural confusions amongst diverse colleagues

What Teachers' Narratives Reveal About Intergroup Communication

Datos Bibliográficos

ID2923554
AutoresJennifer Green (0000-0002-3541-4989, University of Kentucky, autor de correspondencia)
Año2019
Volumen40
Número3
Páginas386-398
Fecha de publicación2019-05-04
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores de la revistaISSN: 0159-6306 • E-ISSN: 1469-3739
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2017.1349737
OpenAlexW2735918171
IdiomaEN
Referencias citadas17

Teacher-led initiatives built upon relationships, moral purpose, and a commitment to act have the potential to bring about change in twenty-first century schools. In order to implement and sustain change, teachers must collaborate with diverse colleagues and members of the school community. Intergroup communication across cultural and linguistic divides, though not impossible, is challenging as the data from this study shows. The purpose of the qualitative study was to explore factors that influenced teachers’ thinking, behavior, and interactions as they designed and implemented a dual language education program for English Language Learners. Narrative inquiry though a heuristic lens allowed for the gathering of stories that illustrate the lived realities of the participants. Teachers’ narratives reveal emergent themes regarding cross-cultural confusions amongst colleagues, warranting further study of intergroup communication in schools

Linguistics · Narrative · Narrative inquiry · Pedagogy · Sociology · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Social Psychology · Teacher Education and Leadership Studies