Search results for: Discrimination
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Sexualities of Initial Teacher Education Applicants in the Republic of Ireland: Addressing the Hidden Dimension of Diversity in Teaching
The present paper examines initial teacher education (ITE) students’ sexual orientations and the intersections of students’ sexualities, socio-demographic backgrounds and career motivations. The findings reveal that although LGBT people experience considerable covert and overt social, institutional and religious barriers when applying for and entering ITE programmes in Ireland, they are highly motivated and committed to a teaching career. Their strong desire to change the of young people, together with their personal experiences of schooling uniquely position them to challenge and disrupt heteronormativity and sexual discrimination in schools and in ITE.
Updated: Oct. 18, 2017
The Consequences of Cumulative Discrimination: How Special Schooling Influences Employment and Wages of Roma in the Czech Republic
This paper looks at the role of special schooling in driving labour market inequalities between Roma and non-Roma in the Czech Republic. The authors find that the discriminatory streaming of Roma into special remedial schools for the mentally disabled influences both labour market outcomes and the level of educational attainment; the latter effect being particularly strong. Special school attendance explains a small part of Roma labour market discrimination as typically measured. However, its main impact is through lowering Roma educational attainment suggesting an additional discriminatory element in Roma and non-Roma labour market outcomes. Thus, the authors propose that labour market inequality should be understood as a complex outcome of cumulative discrimination.
Updated: Feb. 16, 2015
Discrimination, Performance and Recuperation: How Teachers and Pupils Challenge and Recover Discourses of Sexualities in Schools
This article seeks to examine the ways in which a heteronormative discourse dominates the practice and policies of schools in respect of sexualities. The response of the dominant discourse is to reassert its control, closing down such performance and re-emphasising old normativities. However, in this complex and messy expression of sexualities in schools identities are changed for all.
Updated: May. 09, 2010
The purpose of this study is to identify the predicting factors that distinguish teacher education graduates with a low level from those with a high level of teaching commitment. The results suggest that graduates with a low level of teaching commitment can be reliably distinguished from graduates with a high level of commitment by the personality factor ‘conscientiousness’, the type of teacher training, their initial motivation for teaching, their views of their teacher education (in terms of preparation for teaching, faculty support and mentor support) and their teacher efficacy.
Updated: Mar. 09, 2009