Teachers' Conceptualizations of "Work": Classroom Community and Challenging Behavior

• In Event: Exploring Teachers' Attitudes and Perspectives Toward Inclusion

Abstract

This study was a critical qualitative inquiry aimed at better understanding how educators conceptualize and operationalize classroom community and challenging behavior, and how race and disability impact who is seen as being part of the community and as exhibiting challenging behavior. Teacher’s discussions centered traditional forms of work, productivity and contributing as essential to being seen as a member of the community and as being someone who exhibits “appropriate” behavior. In centering work and productivity, participants took the conversation away from race, disability and other identity markers. Work seemed to be used as a gatekeeper of sorts to uphold white hegemonic notions of classroom community and eliminate students from teacher’s responsibility and radars.

Author

• Sara L Scribner, Springfield College