CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Conceptualizing teacher professional identity in neoliberal times: Resistance, compliance and reform; [Conceptualização identidade profissional do professor em tempos neoliberais: Resistência, complacência e reforma]; [Conceptualizando la identidad profesional docente en tiempos neoliberales: Resistencia, conformidad y reforma]
Tác giả
Hall D.; McGinity R.
Năm xuất bản
2015
Source title
Education Policy Analysis Archives
Số trích dẫn
75
DOI
10.14507/epaa.v23.2092
Liên kết
Tóm tắt
This article examines the dramatic implications of the turn towards neo-liberal education policies for teachers’ professional identities. It begins with an analysis of some of the key features of this policy shift including marketization, metricization and managerialism and the accompanying elevation of performativity. This is followed by a discussion of the implications of this turn for teachers in which a new professionalism of increasing regulation and restrictions upon practice in a policy environment dominated by neo-liberalism act to restrict and confine professional identity formation and development. Drawing upon data collected within English schools the article explores how teachers have responded to this new policy environment in ways that are sensitive to how neo-liberal policy has been re-contextualized and re-translated in different educational settings. This reveals both the power of this New Right inspired permanent revolution of educational change in English schools and the complexities of how it has been variously embraced, accommodated and resisted by teachers. The article concludes with a discussion that explores the meaning of resistance in the context of what are identified as restricted teacher professional identities where affordances for professional practices lying outside of neo-liberal subjectivities have been dramatically reduced. © 2015, Arizona State University. All rights reserved.
Từ khóa
Educational policy; Neoliberalism; New public management; Resistance; Teacher professionalism
Tài liệu tham khảo
Ball S., The teacher’s soul and the terrors of performativity, Journal of Education Policy, 18, 2, pp. 215-228, (2003); Ball S., Education PLC: Understanding Private Sector Participation in Public Sector Education, (2007); Ball S.J., Privatising education, privatising education policy, privatising educational research: Network governance and the ‘competition state’, Journal of Education Policy, 24, 1, pp. 83-99, (2009); Ball S.J., Maguire M., Braun A., Hoskins K., Policy subjects and policy actors in schools: Some necessary but insufficient analyses, Discourse: Cultural Studies in the Politics of Education, 32, 4, pp. 611-624, (2011); Barber M., Moffit A., Kihn P., Deliverology 101: A Field Guide for Educational Leaders, (2010); Brown S.R., Q methodology and qualitative research, Qualitative Health Research, 6, 4, pp. 561-567, (1996); Burch P.E., The new educational privatization: Educational contracting and high stakes accountability, Teachers College Record, 108, 12, pp. 2582-2610, (2006); Burch P.E., Hidden Markets: The New Education Privatization, (2009); Butt G., Gunter H.M., Modernizing Schools: People, Learning and Organizations, (2007); Campbell A., The Blair Years: Extracts from the Alastair Campbell Diaries, (2011); Clarke J., Newman J., The Managerial State: Power, Politics and Ideology in the Remaking of Social Welfare, (1997); Coffield F., Why the McKinsey reports will not improve school systems, Journal of Education Policy, 27, 1, pp. 131-149, (2012); Cohen M., In the back of our minds always’: Reflexivity as resistance for the performing principal, International Journal of Leadership in Education: Theory and Practice, 17, 1, pp. 1-22, (2013); Connell R., Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism, Critical Studies in Education, 50, 3, pp. 213-229, (2009); Dale R., The State and Education Policy, (1989); Dale R., Whither the state and education policy? Recent work in Australia and New Zealand, British Journal of Sociology of Education, 13, 3, pp. 387-395, (1992); Deem R., Brehony K.J., Management as ideology: The case of ‘new managerialism’ in higher education, Oxford Review of Education, 31, 2, pp. 217-235, (2005); Evetts J., Organizational Or Occupational Professionalism: Centralized Regulation Or Occupational Trust, (2004); Evetts J., New professionalism and new public management: Changes, continuities and consequences, Comparative Sociology, 8, 2, pp. 247-266, (2009); Evetts J., A new professionalism? Challenges and opportunities, Current Sociology, (59), pp. 406-422, (2011); Exley S., The politics of educational policy making under New Labour: An illustration of shifts in public service governance, Policy and Politics, 40, 2, pp. 227-244, (2012); Fitzgerald T., The continuing politics of mistrust: Performance management and the erosion of professional work, Journal of Educational Administration and History, 40, 2, pp. 113-128, (2008); Fournier V., The appeal to ‘professionalism’ as a disciplinary mechanism, Social Review, 47, 2, pp. 280-307, (1999); Freidson E., Professionalism: The Third Logic, (2001); Gewirtz S., The Managerial School, (2002); Gewirtz S., Cribb A., Taking identity seriously: Dilemmas for education policy and practice, European Educational Research Journal, 7, 1, pp. 39-49, (2008); Gewirtz S., Mahony P., Hextall I., Cribb A., Changing Teacher Professionalism: International Trends, Challenges and Ways Forward, (2009); Glatter R., Persistent preoccupations: The rise and rise of school autonomy and accountability in England, Educational Management Administration & Leadership, 40, 5, pp. 559-575, (2012); Gleeson D., Husbands C., The Performing School, (2004); Gorard S., Academies as the “future of schooling”: Is this an evidence-based policy?, Journal of Education Policy, 20, 3, pp. 369-377, (2005); Gunter H.M., Forrester G., School leadership and education policy-making in England, Policy Studies, 30, 5, pp. 495-511, (2009); Gunter H.M., Forrester G., New Labour and the logic of practice in educational reform, Critical Studies in Education, 51, 1, pp. 55-69, (2010); Hall D., Drawing a Veil over Managerialism: Leadership and the Discursive Disguise of the New Public Management, Journal of Educational Administration and History, 45, 3, pp. 267-282, (2013); Hall D., Gunter H., Bragg J., End of Award Report: Distributed Leadership and the Social Practices of School Organization in England, (2011); Hall D., Grimaldi E., Gunter H., Moller J., Serpieri R., Skedsmo G., Educational Reform and Modernisation in Europe: The Role of National Contexts in Mediating The New Public Management, (2013); Hall D., Gunter H., England: The European Educational NPM ‘Laboratory’, New Public Management and the Reform of Education: European Lessons for Policy and Practice, (2016); Hargreaves A., Restructuring restructuring: Postmodernity and the prospects for educational change, Journal of Education Policy, 9, 1, pp. 47-65, (1994); Hood C., Peters G., The middle aging of new public management: Into the age of paradox?, Journal of Public Administration Research and Theory, 14, 3, pp. 267-282, (2004); Hoskins K., Raising standards 1988 to the present: A new performance policy era?, Journal of Educational Administration and History, 44, 1, pp. 5-19, (2012); Hoyle E., Professionality, professionalism and control in teaching, London Educational Review, 3, 2, pp. 13-19, (1974); Hoyle E., Wallace M., Education Reform: An Ironic Perspective, Educational Management Administration and Leadership, 35, 1, pp. 9-25, (2007); Koyama J.P., Generating, comparing, manipulating, categorizing: Reporting, and sometimes fabricating data to comply with No Child Left Behind mandates, Journal of Education Policy, 26, 5, pp. 701-720, (2011); Levinson B., Sutton M., Winstead T., Education Policy as a Practice of Power: Theoretical tools, ethnographic methods, democratic options, Educational Policy, 23, 6, pp. 767-795, (2009); Lieberman A., The Meaning of Scholarly Activity and the Building of Community, Educational Researcher, 21, 6, pp. 5-12, (1992); Maguire M., Perryman J., Ball S., Braun A., The ordinary school – what is it?, British Journal of Sociology of Education, 32, 1, pp. 1-16, (2011); Mahony P., Hextall I., Sounds of silence: The social justice agenda of the teacher training agency, International Studies in Sociology of Education, 7, 2, pp. 137-156, (1997); McGinity R., An Investigation into Localized Policy-Making during a Period of Rapid Educational Reform in England, (2014); McKeown B., Thomas D., Q Methodology, 66, (1988); Montecinos C., Pino M., Campos-Martinez J., Dominguez R., Carreno C., Master teachers as professional developers Managing conflicting versions of professionalism, Educational Management Administration & Leadership, 42, 2, pp. 275-292, (2013); Moore R., Cultural capital: Objective probability and the cultural arbitrary, British Journal of Sociology of Education, 25, 4, pp. 445-456, (2004); Morris P., Pick’n'mix, select and project; policy borrowing and the quest for “world class” schooling: An analysis of the 2010 schools White Paper, Journal of Education Policy, 27, 1, pp. 89-107, (2012); O'Reilly D., Reed M., The grit in the oyster: Professionalism, managerialism and leaderism as discourses of UK public services modernization, Organization Studies, 32, 8, pp. 1079-1101, (2011); Ozga J., Deskilling a profession: Professionalism, deprofessionalisation and the new managerialism, Managing Teachers as Professionals in Schools, pp. 21-37, (1995); Ozga J., Lawn M., Schoolwork: Interpreting the labour process of teaching, British Journal of Sociology of Education, 9, 3, pp. 323-336, (1988); Rizvi F., Lifelong learning: Beyond neo-liberal imaginary, Philosophical Perspectives on Lifelong Learning, pp. 114-130, (2007); Rizvi F., Lingard B., Globalizing Education Policy, (2010); Academies Evaluation Fifth Annual Report, (2008); Robertson S.L., Teachers work, Restructuring and Post-Fordism: Is this the New Professionalism?, Teachers Professional Lives, pp. 28-55, (1996); Shore C., Wright S., Coercive Accountability: The rise of Audit Culture in Higher Education, Audit Cultures: Anthropological Studies in Accountability, Ethics, and the Academy, pp. 557-575, (2000); Smyth J., Teachers' Work in a Globalizing Economy, (2000); Stevenson H., Wood P., Markets, managerialism and teachers’ work: The invisible hand of high stakes testing in England, The International Education Journal: Comparative Perspectives, 12, 2, pp. 42-61, (2013); Stronach I., Globalizing Education, Educating the Local: How Method Made Us Mad, (2009); Thomson P., Headteacher critique and resistance: A challenge for policy, and for leadership/management scholars, Journal of Educational Administration and History, 40, 2, pp. 85-100, (2008); West A., Bailey W., The development of the Academies Programme: ‘privatising’ school-based education in England 1986-2013, British Journal of Educational Studies, 61, 2, pp. 137-159, (2013); Whitty G., Teacher Professionalism in a New Era, (2006); Wright A., Fantasies of empowerment: Mapping neoliberal discourse in the coalition government’s schools policy, Journal of Education Policy, 27, 3, pp. 279-294, (2012)
Nơi xuất bản
Arizona State University
Hình thức xuất bản
Article
Open Access
All Open Access; Gold Open Access; Green Open Access
Nguồn
Scopus