An investigation into relationships between English School teachers’ self-identified social identities, their social identity constructions of others, and their impact on teaching

  • Sean Edge

Student thesis: Doctoral Thesis


This thesis examines the connection between teachers’ social identities and their reception of, choices of, and uses of teaching resources as media. Within this research teachers are defined as social communicators and teaching resources are classified as media, making use of audience reception analysis (Hall, Hobson, Lowe, & Willis 1980; Livingstone, 2007).

It continues to examine how teachers, as social communicators, choose and use their resources based upon their own social identity receptions of resources as media and upon their social identity constructions of their pupils. From there it investigates how their social identity construction of their pupils impacts their teaching and pedagogical approaches.

This research is methodologically qualitative/interpretative, making use of social identity theory as well as audience reception analysis. The data was collected through semi-structured interviews with teachers as well as teachers’ written social identity descriptions, and their written reviews of teaching resources. Key words: Audience reception analysis, media, national curriculum, pedagogy, social identity, social identity construction, teaching resources.
Date of Award26 Sep 2023
Original languageEnglish
SupervisorEmma Salter (Main Supervisor) & Jo Bishop (Co-Supervisor)

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