Teachers' identities in second chance schools : A comparative analysis of Buenos Aires and Barcelona
Meo, Analía Inés (Universidad de Buenos Aires)
Tarabini-Castellani, Aina (Universitat Autònoma de Barcelona. Departament de Sociologia)

Date:	2020
Abstract:	Second Chance Schools (SCS) aim to provide excluded young people with new opportunities for educational success. However, there is scarce research on teachers' identities as a crucial factor in understanding how these schools operate as sites of educational inclusion. Based on a comparison between SCS in Buenos Aires and Barcelona, this article argues that this modality of schooling contributes to the configuration of a dominant teacher identity, distant from that forged during the emergence of modern secondary schooling. Three elements feature this identity: the ethics of care, the personalization of teaching and the conception of teaching as a collective endeavour.
Note:	Altres ajuts: Secretary of Science of Technology of the University of Buenos Aires (UBACyT) (C20020150200166BA) and (20020170100524BA) ; Universitat Autònoma de Barcelona and the SCS2 entitled: 'Educational success beyond academic performance (CF612836 2016-2017)
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Language:	Anglès
Document:	Article ; recerca ; Versió acceptada per publicar
Subject:	Educational exclusion ; Inclusive education ; Second chance schools ; Social justice ; Teacher identity ; SDG 4 - Quality Education
Published in:	Teaching and Teacher Education, Vol. 88 (2020) , e102963, ISSN 1879-2480

DOI: 10.1016/j.tate.2019.102963

Postprint 39 p, 603.2 KB

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