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ERIC Number: EJ1054754
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1350-4622
Negotiating Managerialism: Professional Recognition and Teachers of Sustainable Development Education
Ross, Hamish
Environmental Education Research, v21 n3 p403-416 2015
Policy strategies to reward teachers for field-specific expertise have become internationally widespread and have been criticized for being manifestations of neoliberal globalization. In Scotland, there is political commitment to such strategies, including one to award recognition to teachers for expertise in sustainable development education (SDE). This study examined 22 application forms for that award, conducted face-to-face discussions with 8 successful teacher applicants, and with two policy-making actors and analyzed the websites of relevant policy institutions. The study asked how the concept of "the professional teacher of SDE" was negotiated through the policy. In both policy and teacher discourse, there was a struggle to reconcile the constructions of the teacher as an individualized generic manager and as committed to SDE as a networked, disciplinary field of endeavor. Managerialism is a neoliberal technology, so these tensions are interpreted as traces of neoliberal ideology. Moreover, their negotiation is interpreted as de- and re-bordering engagements with globalization. The critical potential of these interpretations is in the revealed incompleteness of the engagements, leaving teachers and policy-makers with scope to manage responses to neoliberal globalization in SDE.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)