NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ855704
Record Type: Journal
Publication Date: 2009-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0159-6306
Teachers' Work and Pedagogy in an Era of Accountability
Comber, Barbara; Nixon, Helen
Discourse: Studies in the Cultural Politics of Education, v30 n3 p333-345 Sep 2009
A great deal of educational policy proceeds as though teachers are malleable and ever-responsive to change. Some argue they are positioned as technicians who simply implement policy. However, how teachers go about their work and respond to reform agendas may be contingent upon many factors that are both biographical in nature and workplace related. In this paper we discuss the work of middle school teachers in low-socioeconomic communities from their perspectives. Referring to reflective interviews, meeting transcripts and an electronic reporting template, we examine how teacher participants in a school reform project describe their work--what they emphasise and what they down-play or omit. Using Foucaultian approaches to critical discourse analysis and insights from Dorothy Smith's (2005) "Institutional Ethnography," we consider the "discursive economy" (Carlson, 2005) in teachers' reported experiences of their everyday practices in northern suburbs schools in South Australia in which a democratic progressive discourse exists alongside corporate and disciplinary discourses. (Contains 2 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 - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia