NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1097098
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0305-4985
Managers' and Teachers' Perspectives of Dyslexic Teachers in the English and Finnish Further Education Workforce: New Insights from Organisational Routines
Thorpe, Anthony; Burns, Eila
Oxford Review of Education, v42 n2 p200-213 2016
This article explores the topic of diversity in the teaching workforce though the enactment of policy concentrating on teachers with dyslexia within the Further/Vocational Education and Training sectors of England and Finland. Two research projects from Finland and England focusing, respectively, on individual teachers' perspectives and managers' understandings of hidden diversity (such as dyslexia) are re-analysed through the use of the distinction between the ostensive and the performative aspects of organisational routines. The article contributes a new application of theory by drawing upon organisational routines as sources of flexibility and change rather than continuity alone. Avoiding the confusion between the ostensive and performative aspects of routines enables a more dynamic and emancipatory understanding of the identification and support for the promotion of workforce diversity to emerge.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland; United Kingdom (England)
Grant or Contract Numbers: N/A