文章基本信息

标题：Teacher knowing or not knowing about students
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作者：N Amin ; R Vithal
期刊名称：South African Journal of Education
印刷版ISSN：2076-3433
出版年度：2015
卷号：35
期号：3
出版社：Education Association of South Africa
摘要：Based on a critical ethnography of an urban high school that exemplifies the many changes of post-apartheid South Africa, this paper presents data about two teachers who propose opposing perspectives and practices of knowing students. The analysis of the teachers’ narratives shows that they came to know their students through solicited, unsolicited and professional knowing processes. A surprise finding for successful teaching, in what may be considered difficult yet not uncommon conditions of schooling in South Africa, is that knowing about students can be dangerous, and that not knowing students can be useful for teachers. These counter-intuitive findings are generative of questions requiring further exploration. Keywords : critical ethnography; not knowing students; successful teaching; teacher knowing; urban school
关键词：critical ethnography;not knowing students;successful teaching;teacher knowing;urban school