Teacher care and motivation: a new narrative for teachers in the Arab Gulf

Aleya James, Nicole M. Shammas

    Research output: Contribution to journalArticlepeer-review

    7 Scopus citations

    Abstract

    Set in an all-female higher education (HE) institution in the United Arab Emirates (UAE), this paper argues that a caring, teacher-student relationship, based on mutual interdependence working towards reciprocal relationship of self-as-other, is central to students’ academic success. Drawing on an ethics of care we reinterpret mutually held misperceptions of western-educated expatriate faculty and the Emirati student population regarding expectations of the ‘Other’. We offer contextualised insight into nuanced facets of teaching and learning in government-funded HE in the region. Recommendations that leverage the teacher-student relationship in order to maximise students’ academic success, whilst offering an alternative way for expatriate faculty to conceptualise their relationship vis-à-vis Emirati female students’ attitudes and behaviours are also made.

    Original languageBritish English
    Pages (from-to)491-510
    Number of pages20
    JournalPedagogy, Culture and Society
    Volume26
    Issue number4
    DOIs
    StatePublished - 2 Oct 2018

    Keywords

    • Arab Gulf
    • Emirati women
    • expatriate academics
    • Motivation
    • teacher care
    • teacher-student relationship

    Fingerprint

    Dive into the research topics of 'Teacher care and motivation: a new narrative for teachers in the Arab Gulf'. Together they form a unique fingerprint.

    Cite this