Teachers performing professionalism: A Foucauldian archaeology


Autoria(s): Bourke, Theresa; Lidstone, John; Ryan, Mary E.
Data(s)

2013

Resumo

Faced with the perceived need to redefine education for more economic utilitarian purposes, as well as to encourage compliance with government policies, Australia, like many other Anglophone nations, has engaged in numerous policy shifts resulting in performativity practices becoming commonplace in the educational landscape. A series of interviews with teachers from Queensland, Australia, in which they revealed their experiences of professionalism are examined archaeologically to reveal how they enact their roles in response to this performative agenda. Findings suggest that while there is some acceptance amongst teachers of the performative discourse, there is increasing resistance, which permits the construction of alternative or counter-discourses to the currently internationally pervasive performative climate.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/63672/

Publicador

Sage Publications, Inc.

Relação

http://eprints.qut.edu.au/63672/2/63672.pdf

DOI:10.1177/2158244013511261

Bourke, Theresa, Lidstone, John, & Ryan, Mary E. (2013) Teachers performing professionalism: A Foucauldian archaeology. SAGE Open, 3(4), pp. 1-14.

Direitos

Copyright 2013 The authors

Fonte

School of Curriculum; Faculty of Education

Palavras-Chave #139999 Education not elsewhere classified #Foucauldian archaeology #resistance #professionalism #performativity #education policy
Tipo

Journal Article