Abstract
This chapter examines teacher expectations as a specific expression of educational exclusion due to lack of care. As with the empirical work in previous chapters, this presents a qualitative analysis of teachers’ and students’ discourses, opinions, and feelings. The first part focuses on the ideology of natural gifts and examines the role of students’ gender and social class in the formation of teachers’ attitudes and expectations. The second part considers the ideology of deficit and demonstrates how processes of educational failure and ESL are commonly explained as being beyond the scope of teachers’ responsibility and instead located within the context of the decisions, efforts, values, and norms of specific profiles of students and families. The chapter ends by arguing for the need to develop a socially and culturally responsible teaching culture (in Geneva Gay’s terms) that recognises the social mediation of learning and teaching processes.
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Notes
- 1.
See Louise Archer’s (2005) work in the UK for further development of these ideas.
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Tarabini, A. (2019). Exclusion as Lack of Care: The Importance of Teacher Expectations. In: The Conditions for School Success. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-02523-6_6
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