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Uncovering the role of teacher educators in the reduction of inequalities in education : a critical discourse analysis

Benjamin Ponet (UGent) , Amber De Clerck (UGent) , Wendelien Vantieghem (UGent) , Hanne Tack (UGent) and Ruben Vanderlinde (UGent)
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Abstract
Teacher educators play a crucial part in preparing student teachers for teaching in diversity. Because of their modelling role, they automatically convey messages about approaching diversity via their practices. In this study, we look into these-often hidden-messages of teacher educators to uncover the discourses that inform and are being reproduced by how they talk about (approaching) diversity. We critically analyse how such discourses relate to reducing inequalities in education. Critical discourse analysis was conducted on interview data (n = 14) about teacher educators' perceptions about diversity and practices to approach diversity. The findings suggest two main discourses. First, a power-challenging discourse compels all teacher educators to take responsibility to reduce inequalities. Secondly, a power-affirming discourse tempers their beliefs about their agency and responsibility regarding the matter. This latter discourse is mainly manifested via statements that perpetuate existing exclusionary mechanisms. Most teacher educators seem to combine both discourses. We argue that the simultaneous use of both creates paradoxical narratives which are unproductive to foster responsiveness to diversity for teacher educators and their student teachers. This study adds to the literature on a theoretical and practical level. Raising teacher educators' awareness of their messages could prove powerful in combating inequalities in education.
Keywords
Sociology and Political Science, Developmental and Educational Psychology, Social Psychology, Education, Responsiveness to diversity, Teacher educators, Social justice, Educational inequality, Critical discourse analysis, DIVERSITY, PEDAGOGY, EQUITY, Steunpunt Diversiteit & Leren, student diversity, inclusion

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MLA
Ponet, Benjamin, et al. “Uncovering the Role of Teacher Educators in the Reduction of Inequalities in Education : A Critical Discourse Analysis.” SOCIAL PSYCHOLOGY OF EDUCATION, 2024, doi:10.1007/s11218-023-09818-7.
APA
Ponet, B., De Clerck, A., Vantieghem, W., Tack, H., & Vanderlinde, R. (2024). Uncovering the role of teacher educators in the reduction of inequalities in education : a critical discourse analysis. SOCIAL PSYCHOLOGY OF EDUCATION. https://doi.org/10.1007/s11218-023-09818-7
Chicago author-date
Ponet, Benjamin, Amber De Clerck, Wendelien Vantieghem, Hanne Tack, and Ruben Vanderlinde. 2024. “Uncovering the Role of Teacher Educators in the Reduction of Inequalities in Education : A Critical Discourse Analysis.” SOCIAL PSYCHOLOGY OF EDUCATION. https://doi.org/10.1007/s11218-023-09818-7.
Chicago author-date (all authors)
Ponet, Benjamin, Amber De Clerck, Wendelien Vantieghem, Hanne Tack, and Ruben Vanderlinde. 2024. “Uncovering the Role of Teacher Educators in the Reduction of Inequalities in Education : A Critical Discourse Analysis.” SOCIAL PSYCHOLOGY OF EDUCATION. doi:10.1007/s11218-023-09818-7.
Vancouver
1.
Ponet B, De Clerck A, Vantieghem W, Tack H, Vanderlinde R. Uncovering the role of teacher educators in the reduction of inequalities in education : a critical discourse analysis. SOCIAL PSYCHOLOGY OF EDUCATION. 2024;
IEEE
[1]
B. Ponet, A. De Clerck, W. Vantieghem, H. Tack, and R. Vanderlinde, “Uncovering the role of teacher educators in the reduction of inequalities in education : a critical discourse analysis,” SOCIAL PSYCHOLOGY OF EDUCATION, 2024.
@article{01H4N69ASFNRPXHZ40X5GN6RMJ,
  abstract     = {{Teacher educators play a crucial part in preparing student teachers for teaching in diversity. Because of their modelling role, they automatically convey messages about approaching diversity via their practices. In this study, we look into these-often hidden-messages of teacher educators to uncover the discourses that inform and are being reproduced by how they talk about (approaching) diversity. We critically analyse how such discourses relate to reducing inequalities in education. Critical discourse analysis was conducted on interview data (n = 14) about teacher educators' perceptions about diversity and practices to approach diversity. The findings suggest two main discourses. First, a power-challenging discourse compels all teacher educators to take responsibility to reduce inequalities. Secondly, a power-affirming discourse tempers their beliefs about their agency and responsibility regarding the matter. This latter discourse is mainly manifested via statements that perpetuate existing exclusionary mechanisms. Most teacher educators seem to combine both discourses. We argue that the simultaneous use of both creates paradoxical narratives which are unproductive to foster responsiveness to diversity for teacher educators and their student teachers. This study adds to the literature on a theoretical and practical level. Raising teacher educators' awareness of their messages could prove powerful in combating inequalities in education.}},
  author       = {{Ponet, Benjamin and De Clerck, Amber and Vantieghem, Wendelien and Tack, Hanne and Vanderlinde, Ruben}},
  issn         = {{1381-2890}},
  journal      = {{SOCIAL PSYCHOLOGY OF EDUCATION}},
  keywords     = {{Sociology and Political Science,Developmental and Educational Psychology,Social Psychology,Education,Responsiveness to diversity,Teacher educators,Social justice,Educational inequality,Critical discourse analysis,DIVERSITY,PEDAGOGY,EQUITY,Steunpunt Diversiteit & Leren,student diversity,inclusion}},
  language     = {{eng}},
  title        = {{Uncovering the role of teacher educators in the reduction of inequalities in education : a critical discourse analysis}},
  url          = {{http://doi.org/10.1007/s11218-023-09818-7}},
  year         = {{2024}},
}

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