Teachers-as-pressed-flowers
Unpacking ‘inert benevolence’ towards pupils who require additional support or advocacy to thrive in schools
Bibliographic Data
| ID | 6445870 |
|---|---|
| Authors | Clare Cunningham (0000-0003-3767-7624, York St John University, corresponding author) |
| Year | 2024 |
| Volume | 17 |
| Issue | 1 |
| Pages | 125-135 |
| Publication date | 2024-03-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/17577438241239832 |
| OpenAlex | W4393011218 |
| Language | EN |
| Citations received | 2 |
| References cited | 30 |
The notion of inert benevolence has been written about in the context of primary school teachers working with languages beyond English (Cunningham and Little, 2022). However, the concept has a broader relevance for those working in education and this paper seeks to explore it more fully, through the use of the metaphor of a flower press in order to understand how the power of numerous factors bearing down on teachers leads to inert benevolence
Pedagogy · Political science · Public relations · Sociology · Unpacking · Early Childhood Education and Development · Psychology · Youth Development and Social Support · Youth Education and Societal Dynamics
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| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |