Towards an Understanding of Gambian Teachers' Complex Professionalism

This article discusses the complexity of Gambian primary teachers' professional identities. Following Pollard et al. (1994), three broad dimensions of Gambian teachers' professional identities were identified; an expressive commitment; instrumentalism and alienation. The teachers' described their emotional and political commitment to the 'noble profession' of teaching. This commitment was based upon the hegemonic discourses of Islam and nationalism. This was problematised with instrumental discourses concerning the lack of alternative employment opportunities and need to provide for large families. The teachers also articulated alienated discourses particularly surrounding the intensification of their work through the introduction of the double shift system of teaching. The article discusses the agency of teachers in articulating these three dimensions and notions of a composite non-unitary professional identity are discussed. The conclusion discusses the similarities and differences between teachers' professional identities in the North and the South.