Teachers as vectors for socio-cultural change : exploring structure and agency in Teach For Lebanon (Record no. 20445)

MARC details
000 -LEADER
fixed length control field 02513nam a2200229Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Makkouk, Nisrine Khaled
Miscellaneous information Master
245 10 - TITLE STATEMENT
Title Teachers as vectors for socio-cultural change : exploring structure and agency in Teach For Lebanon
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Social and Behavioral Sciences
Date of publication, distribution, etc. 2012
300 ## - PHYSICAL DESCRIPTION
Extent 90 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This thesis explores the dialectic between the potential of teachers and the power of structure(s). It does so by looking at Teach For Lebanon (TFL), a global-local educational model that recruits predominantly young university graduates, placing them in select underprivileged schools across the country for two years of service in order to help eliminate educational inequality. As an educational model, TFL is framed and marketed within a discourse of equity and social justice, yet resonates with values and practices that are starkly neoliberal. I highlight the official discourse of the program and explore what kind of teachers TFL seeks to develop for marginalized classrooms across Lebanon. Using this background, I juxtapose official discourse with that of the teachers. My results are framed around the questions: What are the impacts of dominant structure on teachers’ subjectivity and, by examining the reflexive discourse of the teachers, is there potential for agency? Methodology for this work includes unobtrusive research methods and semi-structured interviews with ten TFL fellows. The TFL model presents a rigid structure that defines the notions of equality and transformation in education in neoliberal terms. However, by including the narratives of teachers, it is clear that there is some room for critical self- reflection and agency.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Politique éducative
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teach For Lebanon
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teach For Lebanon
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teach For Lebanon
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions Educational policy
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم السياسة التربوية
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/51%2C316%2C316%2CB/frameset&FF=X%28education+and+depar">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/51%2C316%2C316%2CB/frameset&FF=X%28education+and+depar</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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