Analysing the present: drawing on the legacy of Vere Foster in public policy debate on futures of schools

Carr, John W.; Beckett, Lori

doi:10.1177/1478210316663755

Cited by 2 publications

(1 citation statement)

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“…Since the late 1990s, Irish public policy-making has been driven by neoliberalism, and an educational market in the private sector has emerged through private tuition centres for school students (Lynch and Moran, 2006) and online teacher education programmes provided by private, for-profit providers. Recent reforms are directed towards embedding a marketised and privatised Irish school system (Carr and Beckett, 2016). Of specific interest to this paper are the proposals by the Department of Education and Skills (DES) to advance school autonomy in Ireland (see DES, 2015a, 2015b).…”

Section: Introductionmentioning

confidence: 99%

Discourse and teacher identity in business-like education

Skerritt

2018

Policy Futures in Education

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A post-structural approach to exploring identity is taken in this paper in that identity is considered here as being socially constructed through discourse, which has deep implications for the shaping of subjectivity and practice. Given both the potential academisation and Anglicisation of Irish schools, and the additional re-drawing of what constitutes as a ‘good teacher’, repositioning Irish teachers’ subjectifications, this paper highlights the important issue of how teachers (re-)construct themselves in particular ways and make sense of their professional selves when their personal values, motivations, principles and deeply held beliefs about education and how it should be experienced are challenged. Ultimately, this paper projects that adopting a business-like ethos in Irish schools will have a negative impact on Irish teachers’ identities.

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Section: Introductionmentioning

confidence: 99%