ABSTRACT

In the UK, government and educational stakeholders perceive the problem with boys’ disaffection and underachievement in school as due to a lack of role models. In political role model discourses Black or Ethnic Minority (B.E.M.) teachers are recruited to modify the behaviour of B.E.M. boys, without attaching any blame to the systemic racism they experience in schooling and wider society. The empirical date for this article is drawn from a research project examining the lives of B.E.M teachers. Semi-structured interviews with three male B.E.M. teachers are scrutinised for insights to how they perceive and self-define their discursive work. The author proposes a conceptual frame referred to as ‘shared discursive history’ to contextualise the way B.E.M. teachers live their role model identity. The findings suggest disrupting links made with B.E.M. boys, behaviour and potential trajectory necessitate B.E.M. teachers modelling a critical stance to, and assumptions about, representations of ‘other’.

摘要

在英国，政府和教育利益相关者认为男孩对学校的不满和成绩不佳的问题是由于缺乏榜样。在政治榜样话语中，黑人或少数族裔 (BEM) 教师被招募来改变 BEM 男孩的行为，而不将任何责任归咎于他们在学校和更广泛的社会中所经历的系统性种族主义。本文的实证日期来自一个研究 BEM 教师生活的研究项目。对三位男性 BEM 教师的半结构化访谈进行了仔细审查，以了解他们如何看待和自我定义他们的话语工作。作者提出了一个称为“共享话语历史”的概念框架，以将 BEM 教师生活在他们的榜样身份中的方式置于语境中。调查结果表明破坏了与 BEM 的联系