Abstract
Alongside the role of the teacher-as-researcher specifically in low SES communities, we are interested in the alternative discourses and identities that become possible in “figured worlds” where teachers are positioned, and position themselves, as researchers. We consider the questions: What discourses, artefacts and identities are typically associated with low SES schools? What is/could be distinctive about teacher research in low SES settings? How might teacher research in low SES settings contribute to the production of alternative discourses and learner/teacher relationships and identities?
| Original language | English |
|---|---|
| Title of host publication | Contemporary Issues of Equity in Education |
| Editors | Susanne Gannon, Wayne Sawyer |
| Place of Publication | U.K. |
| Publisher | Cambridge Scholars |
| Pages | 155-170 |
| Number of pages | 16 |
| ISBN (Print) | 9781443863322 |
| Publication status | Published - 2014 |