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ERIC Number: EJ764401
Record Type: Journal
Publication Date: 2007-May
Pages: 18
Abstractor: Author
Reference Count: 31
ISSN: ISSN-0951-8398
Thwarting Desire: Discursive Constraint and Pedagogic Practice
Watkins, Megan
International Journal of Qualitative Studies in Education (QSE), v20 n3 p301-318 May 2007
This article examines the ways in which the desire to teach is often thwarted within contemporary pedagogic practice by a set of discursive constraints that draws heavily on both progressivist notions of teaching and learning and neoliberal forms of governance. In many Western countries teaching is conceived more as facilitation rather than instruction. In primary/elementary schools in Australia, for example, this has resulted in a shift in emphasis from whole-class instruction to group-based and independent learning. To investigate this shift, and its impact on teaching, a series of interviews was conducted with 12 teachers and their principals across three state primary/elementary schools. While a range of perspectives was evident, it became clear that the desire to teach was more obviously realized through whole-class instruction and teachers also considered this a more effective means of curriculum delivery. Many, however, were reluctant to admit this as they felt that instruction was not deemed "appropriate pedagogy". In addition to this, neoliberal practices concerning organization and accountability were also seen to be impacting upon these teachers, all of which had a constraining influence on their desire to teach. (Contains 6 notes.)
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: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia