Out-of-step: experiences in teaching
Date
2000
Authors
Martin, Judith Violet
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Abstract
This ethnographic inquiry centres on the narratives of five elementary school teachers and inquires into what happens when they realize that they are thinking and feeling differently, about a particular issue, from the majority of their peers on staff. The study explores the nature of that experience and how it affects the well-being of the teachers. It also looks at the context in which the teachers work, and wonders what factors contribute to creating an atmosphere in which to think differently from the majority, is to be vulnerable and sanctioned by one's peers. A social constructionist approach is used to inquire into the role and function of emotions in these interactions. Emotions have often been thought to be a characteristic of the individual, however, the social constructionist approach holds that they are constructed within a relationship, in accordance with the "rules" of the culture.
The teachers were interviewed and their stories transcribed. The results of the analysis are presented in four "rounds." The first round comprises the individual teachers' stories told in their own words. The second round presents the themes of the shared experience which include: recognizing that one is out-of-step; the moral voice, which seems to indicate that the issues involved the participants' values; the decision-making process which the participants engaged in, to decide whether they would allow themselves to be witnessed as being out-of-step by their peers; the inner, subjective experience of the participants; and the reactions of their peers. The third round looks at the impact of the experience on the individual teachers and is discussed under the headings of: talking about health and emotions; meaning-making and resilience; feeling alone; protection and fear; and coping. The fourth 111 round concerns the school context and looks at administration, staff dynamics, "rules," and communication, including silence.
The inquiry raises several issues of concern regarding the interpersonal strategies engaged in by peers towards a person who holds a different opinion, and the influence of the principal in setting the tone for a context in which this could happen.
Implications for counselling include the need to pay attention to systemic issues which might be contributing to a client's distress, and the need to raise awareness of socio-cultural factors which may be taken for granted and yet be related to oppressive structural situations. Implications for school staffs and suggestions for building healthy workplace communities are also discussed.