Tensions in Arab Teachers' Discourse of Student Motivation in Light of Third Space Theory

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Calling for Systemic Change: Weaving Indigenous Education Into Professional Development and Teacher Education

Abstract

This study draws on Homi Bhabha's "third space" theory (1994) to characterize Arab teachers’ discourse and perceptions of student motivation. We inquire how do indigenous teachers, guided to adopt Western ideas about fostering student motivation, reconcile the tensions between their practice and collectivist values. Using socio-cultural discourse analysis, this paper investigates how Arab teachers identify and discuss student motivation. For a close examination of teachers’ discourse, we used linguistic ethnographic microanalysis of a focal case and conducted reflective interviews with the participating teachers. This study contributes to the third-space theory by highlighting indigenous perspectives on imported Western ideas. This research also can inform the facilitation of teachers’ PD efforts via culturally-sensitive motivation pedagogies which can help in mitigating educational inequalities.

Authors

• wisam Sedawi, Ben-Gurion University of the Negev

• Livat Eshchar-Netz, Ben-Gurion University of the Negev