Citation

Pedagogues of possibility? The identities, struggles, and perceptions of primary teachers in Timor-Leste

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Abstract:

Education in Timor-Leste is seen by the state and donors as one of the main vehicles through which the newly independent nation will foster a citizenry that is engaged, active, and critically involved in the country’s development. Timorese teachers are positioned as front line actors in such activity. This paper contends, in line with Hay’s strategic relational approach, that teachers must be viewed, as “critical, complex, and troublesome” individuals whose identities are shaped by the unique Timorese post-colonial context, and the enduring legacies of conflict. This has significant ramifications in imagining education as a nation-building tool in Timor-Leste. Drawing on principles embedded in complexity theory, the researcher positions the motivations, aspirations, identities and beliefs of a group of Timorese primary teachers to demonstrate this.

Data from a survey of 719 teachers, and interviews with 42 of these individuals are shared in this paper. The author finds that at current, assumptions held by the state and policymakers about teachers’ identities, roles and aspirations are misconceived, and at the same time, teachers’ own practices may stand in conflict to the goals they describe wanting to promote in their classrooms. To better understand this “mismatch”, the author examines the unique historical, cultural economic and social reality of Timor-Leste, as well as challenges facing educators in other fragile, post-colonial states that begin to situate these findings in the comparative.

Author's Keywords:

Teacher identity
Convention
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492543_index.html
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MLA Citation:

Shah, Ritesh. "Pedagogues of possibility? The identities, struggles, and perceptions of primary teachers in Timor-Leste" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492543_index.html>

APA Citation:

Shah, R. , 2011-05-01 "Pedagogues of possibility? The identities, struggles, and perceptions of primary teachers in Timor-Leste" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492543_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Education in Timor-Leste is seen by the state and donors as one of the main vehicles through which the newly independent nation will foster a citizenry that is engaged, active, and critically involved in the country’s development. Timorese teachers are positioned as front line actors in such activity. This paper contends, in line with Hay’s strategic relational approach, that teachers must be viewed, as “critical, complex, and troublesome” individuals whose identities are shaped by the unique Timorese post-colonial context, and the enduring legacies of conflict. This has significant ramifications in imagining education as a nation-building tool in Timor-Leste. Drawing on principles embedded in complexity theory, the researcher positions the motivations, aspirations, identities and beliefs of a group of Timorese primary teachers to demonstrate this.

Data from a survey of 719 teachers, and interviews with 42 of these individuals are shared in this paper. The author finds that at current, assumptions held by the state and policymakers about teachers’ identities, roles and aspirations are misconceived, and at the same time, teachers’ own practices may stand in conflict to the goals they describe wanting to promote in their classrooms. To better understand this “mismatch”, the author examines the unique historical, cultural economic and social reality of Timor-Leste, as well as challenges facing educators in other fragile, post-colonial states that begin to situate these findings in the comparative.


Similar Titles:
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