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1.
In this discussion paper, I seek to understand the complex interaction between notions of ‘professionalism’ and gendered identity constructions against the backdrop of increased state regulation and demands for performativity in the early years. I seek to explore the ways in which ‘teacher professionalism’ is constructed by government and how this transcends into a ‘discourse of derision’, which then becomes a subtle, yet powerful, means of controlling this occupational group. I conclude by presenting an alternative feminist conceptual framework for assessing the gendered nature of identity formation, and as an opportunity to consider the role agency can play when seeking to resist/renegotiate the rapid and powerful policy reform agenda in the early years.  相似文献   

2.
This paper explores Deleuze and Guattari's schizoanalysis in relation to student and teacher becomings and the way these are actualised within the neoliberal and heterosexually striated spaces of the secondary school assemblage. Deleuze and Guattari considered a narrow approach to education problematic and called for creativity as a site of ‘resistance’. Drama is one subject rich with potentiality for students to strengthen their creativity and ‘speak back’ against the neoliberal project. What our research revealed is how the drama classroom is an open, dynamic space where students can embody different identities at a critical time in their adolescent development. What is delimiting about this potentiality is the proclivity of teachers and students, as desiring machines, to conform to the dominant neoliberal culture of competitive performativity. The paper proposes that schizoanalysis offers new insights for mapping complex desire-flows and embodied identities through and against the dominant performative and heterosexist culture.  相似文献   

3.
In a time where standards and accountability override trust in teachers and principals, mandated versions of pedagogy have recently appeared in the Australian landscape. This article critiques one pedagogical reform initiative and suggests that in performative times, it may be preferable for principals and teachers to speak ‘over’ reform than to speak ‘back’ to it. While reference to competency standards increasingly replaces discussion about professionalism, the argument is developed here that key elements of professionalism include trust, agency, identity and judgement, which are excluded from the standards discourse. The article proposes that the tenuous hold teachers have on professionalism might be strengthened by critical school leaders adept at navigating their way around performative demands and who encourage teachers to speak ‘over’ codes about appropriate behaviour to instead explore what it means to be a teacher professional.  相似文献   

4.
Policy‐makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and ‘commercialized professionalism’ whilst in Finland they are influenced by notions of ‘teacher empowerment’. This article analyses findings on the theme of teacher professionalism derived from re‐interviewing a sample of English and Finnish teachers in 2001 as a follow‐up to earlier ethnographic research in six schools in each country during 1994–1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions.  相似文献   

5.
A common move in the study of creativity and performativity is to present the former as an antidote to the latter. Might we, therefore, see work on creativity in education as heralding an era of post-performativity? In this paper I argue that the portrayal of performativity in the literature on creativity presents an overly simplistic (vulgar?) understanding of what the former involves. In this literature, performativity is used to represent the tightening control over curriculum and pedagogy to meet externally imposed targets. Though this represents a ‘manifestation’ of performativity, it is not constitutive of it. During this paper, I contend that a vulgar or partial understanding of performativity is what leads writers to view creativity as its antidote. To demonstrate what is at stake here, I draw on Lyotard’s understanding of performativity. For Lyotard, performativity is a narrative in which effectiveness has usurped Enlightenment narratives of truth and justice and ultimately comes to shape our understanding of the world. During the paper, I try to show that the literature on creativity in education focuses on effectiveness, jettisons concerns with ‘truth’ and partakes in the nihilism of performativity.  相似文献   

6.
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7.
Abstract

Much has been written about creativity in education policy and about how the concept is mediated in institutions like schools and universities. Although constructs like ‘creative teachers’ and ‘teachers that foster creativity’ are highly prevalent in the literature, there are few situated and contextualised accounts of what such constructs mean to the protagonist. The extent to which teachers co-opt or align themselves with discourses of creativity can be recast as a question of identity: What beliefs on creativity and associated practices are constitutive of one’s ‘teacher identity?’ This article draws on previous work that translates Foucault’s writings on ethical self-formation into an ‘identity grid’, and foregrounds the experiences of one teaching deputy-principal, to offer an account of how one teacher pursues particular practices congruent with his visions of a creative teacher. To identify rationales for actions undertaken, and to engage with situational factors of this teacher’s work, performativity and its problematic steering influences also informs this analysis. The article highlights the productive capacity of engagement with ethical self-formation, through identifying the potential it offers to access an individual-centric perspective in understanding how central concepts like creativity are negotiated and incorporated into accounts of the ‘teaching self’.  相似文献   

8.
Global concerns about what constitutes an appropriate curriculum and pedagogy for young children inevitably raises questions for teacher educators and the content of teacher education programmes. These concerns have been particularly visible in England following recent policy initiatives and the resultant ‘academic shovedown’ and ‘high stakes’ performativity culture in schools. Against this background, this article reports on a qualitative study of student teachers' experiences of their final teaching practice, identifying pressure from a range of sources to deliver a more formalised curriculum than they were prepared for in their university-based courses. Drawing on Bronfenbrenner among others, we consider the socio-political and -cultural sources of pressure linked through human agency, and the implications of these for teacher educators. The study argues that student teachers of young children may be faced with cognitive and emotional dissonance between the content of university-based training on the one hand, which promotes a developmentally appropriate, play-based approach in keeping with the Early Years Foundation Stage (the statutory curricular framework in England), and the reality of pedagogical practice in early years settings on the other.  相似文献   

9.
《师资教育杂志》2012,38(5):610-612
This paper will focus on the shifts in discourses about teacher education and teacher voice within the South African research and policy environment over the last four decades. The alignment of the political and educational agenda in providing resistance to the apartheid system culminated in 1994, the start of the new democracy. The preceding 20 years (1974–1994) were characterised by defiance of the subjugation of teachers’ voices, and the need to find agency amongst teachers. The shifting agenda of the strong teacher union movement during these resistance years and within the post-apartheid 20 years (1994–2014) is the subject of this paper. The attempt to generate a focus on teacher professional quality agendas is presently becoming increasingly challenging. Has the teacher agency agenda produced a disregard for teacher professional development? Are teachers protective of their own inadequacies to enact the transformation for which they campaigned? Are the new educational authorities reverting to yet another form of earlier accountability and performativity regimes to regulate teachers? The paper traces a critical account of these shifting historical trends in activating teacher voice. It argues for ‘deliberative action’ to reassert teacher voice.  相似文献   

10.
Following the election of the Conservative–Liberal Democrat UK coalition Government in 2010, there has been an urgent intensification and focus upon early years numeracy and literacy and promoting systematic synthetic phonics. This paper argues that the current narrowing of early years assessment, along with increased inspection and surveillance, operates as a policy technology leading to an intensification of ‘school readiness’ pressures upon the earliest stage of education. The paper suggests that this governance has encouraged a functional ‘datafication’ of early years pedagogy so that early years teacher’s work is increasingly constrained by performativity demands to produce ‘appropriate’ data. The article argues that early years high-stakes national assessments act as a ‘meta-policy’, ‘steering’ early years pedagogy ‘from a distance’ and have the power to challenge, disrupt and constrain early years teacher’s deeply held child-centred pedagogical values.  相似文献   

11.
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers’ work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of ‘creativity’ policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers’ work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching.  相似文献   

12.
Standards-based education reforms and intensified accountability regimes are now a feature of most countries’ agendas to improve the quality of their teaching workforces. One of the direct consequences of these reforms is a requirement that teachers demonstrate their ongoing participation in forms of professional development or professional learning throughout their careers. Along with this, there has been a narrowing of what is acknowledged by standards-based accountability regimes as discipline-based professional knowledge and ‘valuable’ professional development. This essay is a dialogic, reflexive account of a professional learning and writing project for English teachers and teacher educators in Australia, begun in 2013, called the stella2.0 project. The project builds on the groundbreaking work of the STELLA project in Australia from the turn of the century, and some other models of teacher writing projects across the world. Drawing on Cavarero, we critically scrutinize writing and storytelling in the dialogic professional community of the stella2.0 project, and in the process ‘speak back’ to standards-based reform policies that undermine English educators’ agency and professionalism.  相似文献   

13.
Rather than taking a transformational role in schools, new art and design teachers quickly become subject to ‘school art’ orthodoxy. Theories of subjectivity and the development of professional identity within communities of practice can feel far removed from the classroom. This article seeks to make clearer the processes by which teacher identity and practice becomes normalised and proposes ways that such processes may be resisted. With reference to Foucault, Lyotard, Bruner, Wenger and Bey, the classroom as a site of performativity is contrasted with alternative heterotopia‐like sites away from the spectre of observation, where different identities and behaviours can be explored. These temporary sites of difference are an antidote to the orthodoxy of the ‘school art’ condition and open up the possibility for teachers, both new and experienced, to implement a more hospitable, participatory pedagogy.  相似文献   

14.
This article considers teacher professionalism from a neglected perspective. It analyses assumptions about the dynamics of professional participation implicit within competing academic and policy constructs of professionalism, including the currently iconic concept of ‘communities of practice’. All entail notions of becoming and being a professional. However, data from the project ‘Transforming Learning Cultures in Further Education’ (TLC) reveal significant instances of ‘unbecoming’: a majority of the tutors participating in the project were heading out of further education (FE) teaching. This illuminates a broader problem of exodus from the sector, in a political context which privileges economic goals and targets at every level, and in which the current climate of performativity increasingly impacts upon pedagogical relationships—contextual conditions which are also highly relevant to schooling and higher education. Drawing on exemplar case studies of two tutors, and on the theorization of learning cultures emerging from the TLC project, a Bourdieusian analysis of these dynamics is developed in terms of the interaction of habitus and fields, and ‘communities of practice’ critiqued. Paying particular attention to policy‐driven changes in and to the field of FE, and to the cross‐field effects in FE of policies in other sectors of education and beyond, the article argues for a more dynamic notion of professional participation. This might underpin ‘principles of procedure’ for improving teaching and learning, and policies to support diverse forms of teacher professionalism throughout the education system.  相似文献   

15.
This paper is about the nature of contemporary professional identity. It looks at the ways in which ‘discursive dynamics’ come to re-write the professional teacher and nurse as split, plural and conflictual selves, as they seek to come to terms with a political impetus written through what the authors term an ‘economy of performance’ in uncertain conflict with various ‘ecologies of practice’. The teacher and nurse are thus located in a complicated nexus between policy, ideology and practice. Epistemologically, the paper offers a deconstruction of professional identities, and criticizes the reductive typologies and characterizations of current professionalism. Politically, it reaches towards a more nuanced account of professional identities, stressing the local, situated and indeterminable nature of professional practice, and the inescapable dimensions of trust, diversity and creativity.  相似文献   

16.
Abstract

In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university’s new student feedback questionnaire - for individual modules - which used the NSS questions. The research draws on survey data (N?=?101) to identify lecturers’ views and three student focus groups. The outcomes raised issues relating to performativity, professionalism and ‘provision’, the latter defined as the university’s contract with each student, including the aspects that affect the student learning experience but are beyond the lecturers’ control, for example, class sizes and timetables. The results indicate that by recognising the impact of provision university managers may be better able to develop systemic improvements to student experience and (in the UK) a corresponding uplift in NSS and Teaching Excellence Framework (TEF) results. The article puts forward a model linking performativity, professionalism and provision to the relationships between university managers, academics and students. This model could enrich understandings of professionalism and performativity, extend the range of issues affecting student experience in SETs and support data analysis in future research studies.  相似文献   

17.
This article focuses on the complex negotiations of critical workplace educators positioned amongst contradictory agendas and discourses in the workplace. While philosophically aligned with critical pedagogical agendas of transformation and collective action for workplace change, these educators perform an array of pedagogic articulations in everyday practice to secure their continued presence in the workplace. What becomes evident in these seemingly opposing articulations are various strategic political positionings of educators alongside their juggling of demands, attachments and inter‐identifications with both learners and managers. The pedagogy that emerges challenges conventional binaries of ‘transformative’ and ‘reproductive’ learning. Dynamics of transformation and liberation as well as reproduction and subjugation appear to be interlinked, along with expanding nets of social relations that blur power hierarchies and spatial boundaries, in a pedagogy that ultimately appears to mobilise hope and agency among workers. The workplace educator works a delicate balance of these dynamics to survive. The argument is based on a case study of a garment factory in Canada in which an adult education programme managed to thrive for 17 years: both workers and educators were interviewed in depth.  相似文献   

18.
This case study research is informed by Vygotsky's view that talk is essential to organise our thoughts and extend our thinking and that, as Barnes suggested, the teacher needs to use the social situation effectively in the classroom to promote talk for learning. This article focuses on pedagogy and teachers' understandings of how talk works in the classroom, as I sought to illuminate teachers' intuitions and insights and their views of what they find challenging in organising classroom talk. Three case studies of ‘critical moments’ in a lesson suggest that teacher knowledge about talk is located in concrete practices. The three teachers viewed a recorded lesson and chose a moment they defined as ‘critical’ because the moment helped them to learn something about the way they use talk in the classroom. They then discussed this moment with me. These collaborative but critically evaluative processes are particularly useful for exploring and probing teachers' knowledge about talk for learning, an area of pedagogy that has proved so resistant to change over quite a long period. These three teachers suggest that such talk is becoming more marginal under the impact of performativity and the new cultural restorationist English curriculum.  相似文献   

19.
《师资教育杂志》2012,38(2):209-210
This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education.  相似文献   

20.
This paper explores issues of critical literacy, gender justice and masculinity through ‘Mr A’s’ story. Mr A is head of English at ‘Grange College’ – an all boys’ school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and ‘the masculine’ within Mr A’s ‘teaching‐as‐usual’ discourse constrains his efforts to pursue gender justice through critical literacy. While Mr A scaffolds his students’ critical analysis of gender and power in texts, his investments in teacher/student binary relations draw rigid boundaries between himself and his students in ways that delegitimise the terrain beyond the rational and ignore a theorising of the self. Drawing on Mr A’s story within Davies’ theorising about the possibilities of critical literacy, this paper adds to key work in arguing the importance of teachers’ interrogating their classrooms as lived texts where the relations of domination and power that derail the social justice possibilities of critical literacy can be made both recognisable and revisable. Such interrogation is foregrounded here as particularly urgent within the current moment where rationalist discourses within and beyond schools are increasingly working to circumscribe and constrain teacher practice in ways that stifle transformative social agendas.  相似文献   

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