Abstract
Using an interpretive thematic analysis of two American and two Filipino Millennial teachers’ TED Talk and TEDx Talks online video files, this paper aimed to explore the values, beliefs, and worldviews underlying their apparently counter-culture decision to teach in disadvantaged public schools in high poverty rate areas. Through a contextualist lens and using Lloyd Kwast’s model of culture, a cross-cultural comparison of the cultural components of their decisions revealed through their speeches revealed subtle yet fundamental intra-group similarities and differences. Analysis revealed that young American teachers’ values revolve around equity and justice while the Filipinos’ were on children and community welfare. The Americans beliefs centered on the potency of socio-economic opportunities and attitude while the Filipinos believed in the capacity sincere contribution and the highlighting of positive aspects to get things done. Despite these, there appears to be hints of similarities between these two groups until this point. The fundamental difference was revealed in their worldviews. The American worldview was based on the idea and vision of the Enlightenment notions that founded their nation. The Filipinos’ worldviews were based on living with and consequently finding themselves in others. Underneath the counter-culture decision to teach in disadvantaged schools, lies the fundamental cultural differences consisting of rich latent networks and motivations unique to the society and context where they thrive.
Highlights
This article aims to explore the cultural elements underneath young millennial teachers’ decision to teach in poor or disadvantaged schools
Using an interpretive thematic analysis of two American and two Filipino Millennial teachers’ TED Talk and TEDx Talks online video files, this paper aimed to explore the values, beliefs, and worldviews underlying their apparently counter-culture decision to teach in disadvantaged public schools in high poverty rate areas
Underneath the counter-culture decision to teach in disadvantaged schools, lies the fundamental cultural differences consisting of rich latent networks and motivations unique to the society and context where they thrive
Summary
This article aims to explore the cultural elements underneath young millennial teachers’ decision to teach in poor or disadvantaged schools. This work investigates the contents of culture in an attempt to add to the understanding of a seemingly counter-intuitive move of young, relatively well-educated professionals to pursue teaching in poor schools. They do this despite the meager pay and low social prestige when they could have sought lucrative careers elsewhere. It is important to explore the cultural roots of these decisions, and actions, to understand the elements they share and diverge from. In this paper, this counter-culture decision and action is explored from two separate contexts, taking purposively selected samples from the Philippines and from the United States of America
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
