Positioning Urban Teachers as Effective

Their Discourse on Students

Bibliographic Data

ID9730289
AuthorsTeresa Sosa (0000-0003-1641-3988, University of Illinois Chicago, corresponding author), Kimberley Gomez (0000-0001-9983-3499, University of Pittsburgh, Pittsburgh, PA)
Year2012
Volume44
Issue5
Pages590-608
Publication date2012-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124511403995
OpenAlexW2118718623
LanguageEN
Citations received6
References cited43

This article focuses on the accounts by teachers who are positioned and who position themselves as “effective.” It draws on the relational aspects of positioning theory with respect to a determination of how the “effective teacher” position necessarily positions students. Findings suggest that students are positioned as (a) individuals within a sociocultural context, (b) fully capable of academic achievement, and (c) responsible for their school success. The third position of students suggests the presence of a seemingly disjointed belief and understanding of students. This work moves beyond simplistic explanations of how this belief may reinforce a competitive and individualistic ideology, suggesting that the presence of seemingly disjointed beliefs and understandings are important to consider in relation to who holds those views, the purpose of such views, and the social context in which those views are advanced

Academic achievement · Context (archaeology · Context effect · Ideology · Individualism · Mathematics education · Pedagogy · Political science · Politics · Position (finance · Relation (database · Social environment · Social science · Sociocultural evolution · Sociology · Educational Environments and Student Outcomes · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies

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