'It's not about punitive' : Exploring how early-career teachers in high-poverty schools respond to critical incidents

Journal article


Lampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi. (2017). 'It's not about punitive' : Exploring how early-career teachers in high-poverty schools respond to critical incidents. Critical Studies in Education. 61(2), pp. 149-165. https://doi.org/10.1080/17508487.2017.1385500
AuthorsLampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi
Abstract

This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty.

Keywordsclassroom management; critical incidents; high-poverty schools; teacher accounts; teacher–student relationships
Year2017
JournalCritical Studies in Education
Journal citation61 (2), pp. 149-165
PublisherRoutledge
ISSN1750-8495
Digital Object Identifier (DOI)https://doi.org/10.1080/17508487.2017.1385500
Scopus EID2-s2.0-85031423838
Open accessPublished as green open access
Page range149-165
FunderAustralian Research Council (ARC)
Author's accepted manuscript
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Open
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All rights reserved
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Controlled
Output statusPublished
Publication dates
Online13 Oct 2017
Publication process dates
Accepted24 Sep 2017
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/LP140100613
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