NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ926735
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0159-6306
Teachers and Public Engagement: An Argument for Rethinking Teacher Professionalism to Challenge Deficit Discourses in the Public Sphere
Thomas, Sue
Discourse: Studies in the Cultural Politics of Education, v32 n3 p371-382 2011
In the context of public debates on teacher quality, both media and education policy texts construct deficit discourses about teachers, discourses that work together to inform public, commonsense understandings of teacher quality. This paper explores the interrelationships between discourses on teachers constructed on television and in policies in the Australian policy context. Critical discourse analysis was employed to trace the links between the discourses on teachers constructed in a television situation comedy and discourses in the policy documents that inform the Australian Government Quality Teacher Programme. The paper demonstrates the interdiscursivity of media and policy discourses on teacher quality by analysing the ways that the television sitcom constructed a particular version of teachers within the quality policy context. The analysis highlights the need for teachers to challenge these deficit discourses. The paper concludes by arguing for a rethinking of teacher professionalism in ways that include active engagement in public debates on education.
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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia