‘I think that’s bad' : lay normativity and perceived barriers to employment in primary teaching in the UK

MORRISON, Andrew (2014). ‘I think that’s bad' : lay normativity and perceived barriers to employment in primary teaching in the UK. Sociology, 49 (4), 643-659.

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Link to published version:: https://doi.org/10.1177/0038038514546663


This article reports the results of a small-scale study into undergraduates’ perceptions of possible barriers to obtaining employment within primary teaching in the UK. The investigation focused upon barriers related to accent and gender. The study sample was a group of final-year undergraduates on an Education Studies degree at a university in South Wales. The study employed a threepart theoretical framework, drawing upon the work of Bourdieu, Andrew Sayer’s discussion of lay normativity and Nancy Fraser’s theory of two-dimensional social justice, to analyse the students’ perceptions of (in)justice deriving from perceived barriers. Results from seven focus groups indicated the students perceived employment-related impediments from processes of misrecognition and maldistribution in primary teaching recruitment. However, the students held complex views on these issues. The majority also voiced discourses which, it could be argued, serve to further the reproduction of such processes of maldistribution and misrecognition.

Item Type: Article
Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
Identification Number: https://doi.org/10.1177/0038038514546663
Page Range: 643-659
Depositing User: Andrew Morrison
Date Deposited: 12 May 2015 10:47
Last Modified: 18 Mar 2021 04:17
URI: https://shura.shu.ac.uk/id/eprint/9724

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