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ERIC Number: EJ881195
Record Type: Journal
Publication Date: 2010-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0159-6306
Boys' Underachievement and the Management of Teacher Accountability
Hodgetts, Katherine
Discourse: Studies in the Cultural Politics of Education, v31 n1 p29-43 Feb 2010
This paper investigates the ways in which discourses of teacher accountability were negotiated by teachers within hearings held for the Australian Inquiry into Boys' Education. In the Inquiry context, dominant interpretative repertoires positioned teachers as obliged to "acknowledge', "address" and "actively respond" to an essentialised version of male students' "learning needs". These repertoires functioned to equate the provision of "boy-friendly" interventions with "professional" classroom practice--suggesting significant discursive constraints on teachers' capacity to make sense of boys' underperformance outside of this dominant framework. Attention is paid to the ways in which these repertoires supported teachers to manage a positive identity in a context where they were positioned as largely responsible for male students' underperformance. At the same time, such constructions are interrogated with regard to their broader function in naturalising the surveillance of teachers, and reproducing boys' underachievement as something for which (particularly female) teachers "have to" account.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia