ERIC Number: EJ1047858
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 54
Schooling Teachers: Professionalism or Disciplinary Power?
Bourke, Terri; Lidstone, John; Ryan, Mary
Educational Philosophy and Theory, v47 n1 p84-100 2015
Since public schooling was introduced in the nineteenth century, teachers in many western countries have endeavoured to achieve professional recognition. For a short period in the latter part of the twentieth century, professionalism was seen as a discourse of resistance or the "enemy" of economic rationalism and performativity. However, more recently, governments have responded by "colonizing" professionalism and imposing "standards" whereby the concept is redefined. In this study, we analyse transcripts of interviews with 20 Queensland teachers and conclude that teachers' notions of professionalism in this second decade of the twenty-first century are effectively reiterations of nineteenth century disciplinary technologies (as proposed by Michel Foucault) yet are enacted in new ways.
Descriptors: Professional Recognition, Interviews, Teacher Attitudes, Educational History, Educational Philosophy, Foreign Countries, Standards, Professional Identity, High Stakes Tests, Accountability, Discourse Analysis, Faculty Development, Teacher Student Relationship, Parent Teacher Cooperation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia