ABSTRACT
This article aims to supplement the literature on the role of school context with regards to the disempowerment of teachers in their work with poor ethnic minority students. We use a critical realist framework to analyse the empirical data collected for an in-depth school case study and we suggest the existence of real, interrelated, emergent and localised disempowering contextual factors.
7. Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 Grade one refers to 6-year-old students, Grade two to 7-year olds, Grade three to 8-year olds, Grade four to 9-year olds, Grade five to 10-year olds and Grade six to 11-year olds.