Forms of Discourse: a typology of teachers and commitment

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Abstract
An attempt is made in this paper to arrive at a typology of teachers within the specific context of two forms of discourse, ideological and educational, which constitute a particular school in India. It is suggested that the mode of recruitment, the teachers’ perspectives on and adaptations to the particular ideology and the role, and their commitment to the same are significant factors contributing to the shaping of a teacher typology. In this particular context, the teacher is thus both defined by and perpetuates the two forms of discourse in the school. The data on which this paper is based was collected in 1981 through the use of questionnaires, interviews (both structured and unstructured) and observation.

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