This research shows that Gambian teachers have complex reasons for joining and remaining in the teaching profession. It builds upon the literature concerning teachers' professionalism in developing countries by describing and analysing Gambian teachers' professional discourses. This thesis argues that Gambian teachers are active participants who create 'narratives of action' which assert their professionalism. Gambian teachers understand their work as professional through the overlapping moral discourses of nationalism and Islam. These professional discourses sustain and empower Gambian teachers who often work in difficult material conditions. Current literature on teachers' professional lives and careers is predominately North American and European. By providing a 'space' within which Gambian teachers' 'storied narratives' may be heard, this thesis geographically adds to the literature on teachers' professionalism. Gambian teachers' 'genealogies of context' are based upon histories, religions and cultures different to those found within Europe or North America. Thus Gambian teachers' professionalism is situated within specific geographical and cultural discourses. Despite the concept of a Gambian situated professionalism, the thesis discusses those professional discourses which are shared between Gambian teachers and teachers in Europe and North America. This work internationally develops the concept that there are different situated professional cultures of teaching and at the same time shared professional teaching discourses.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:514856 |
| Date | January 1999 |
| Creators | Roberts-Holmes, Guy |
| Publisher | University of Nottingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.nottingham.ac.uk/10925/ |
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