Concepts of teacher knowledge as social strategies

Jóhannesson, Ingólfur Ásgeir

doi:10.1080/14681360500487520

Cited by 7 publications

(11 citation statements)

References 21 publications

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“…In this line of inquiry, ideas, practices, and knowledge that become social strategies are elements of discourses that we call discursive themes (Jóhannesson, 1993(Jóhannesson, , 1996(Jóhannesson, , 2006a. To understand if discursive themes, used as social strategies, construct a social field, it is necessary to observe how the discursive themes fall into clusters or patterns of themes.…”

Section: Social Strategies Legitimating Principlesmentioning

confidence: 99%

“…These concepts of Bourdieu often seem to be used to understand how legitimating principles in social fields reproduce themselves. However, these concepts can also be used to study less stable legitimating principles as well as intermediate or temporary social fields (see, e.g., Jóhannesson, 2006a;Rawolle, 2005), which means that they are used to study changing relations among people. In our research, we adopted the concepts to understand what we suspected was an emerging field and the discursive tensions that are creating some patterns that already appear durable.…”

Section: Social Strategies Legitimating Principlesmentioning

confidence: 99%

“…Bourdieu's view suggests that everyday life consists of a collection of different fields, such as leisure, the education system, family, and work (Bourdieu, 1984;Jóhannesson, 2006a). Social actors, groups, and institutions are located within fields and try to distinguish themselves from others in a struggle over field-related capital.…”

Section: Social Strategies Legitimating Principlesmentioning

confidence: 99%

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People With Intellectual Disabilities in Iceland: A Bourdieuean Interpretation of Self-Advocacy

Björnsdóttir¹,

Jóhannesson²

2009

Intellectual and Developmental Disabilities

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There are many barriers to social participation in Iceland for people with intellectual disabilities. This article builds on qualitative research with young adults with intellectual disabilities. The purpose of this article is to develop an approach where the struggles over the meaning of social participation of people with intellectual disabilities are seen as social strategies. In the article, the authors suggest that people with intellectual disabilities are carving out a space where intellectual disability is gaining higher social status. They also posit that people with intellectual disabilities use several social strategies in the emerging field of self-advocacy for the purpose of improving their social position. Thus, the article contributes to a new social understanding of disability and how people with disabilities gain authority over their lives and experiences.

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Section: Social Strategies Legitimating Principlesmentioning

confidence: 99%

Section: Social Strategies Legitimating Principlesmentioning

confidence: 99%

Section: Social Strategies Legitimating Principlesmentioning

confidence: 99%

See 1 more Smart Citation

People With Intellectual Disabilities in Iceland: A Bourdieuean Interpretation of Self-Advocacy

Björnsdóttir¹,

Jóhannesson²

2009

Intellectual and Developmental Disabilities

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“…Teaching is now defined as a more complex job than it was a few decades ago, for example, due to consequences of social change (Jóhannesson 2006;Jóhannesson, Geirsdóttir, and Finnbogason 2002; The Ministry of Education, Science and Culture 2012), and teachers are expected to become highly capable so that they can deal with the multiple tasks of modern teaching (Vlachou 1997). In this context, Hargreaves (2000) argues that 'there are increasing efforts to build strong professional cultures of collaboration to develop common purpose, to cope with uncertainty and complexity' (165).…”

Section: Theoretical Framework and Main Conceptsmentioning

confidence: 99%

“…The vision is characterised by humanistic and democratic values, child-centred pedagogy, diversity as the norm, quality education for all children and the use of technical and administrative arrangements to deliver education according to the needs of individual learners (cf. Jóhannesson 2006). The terms inclusive schooling and inclusive education are anchored in the Salamanca Statement and vision.…”

Section: Introductionmentioning

confidence: 99%

Conflicts in teachers’ professional practices and perspectives about inclusion in Icelandic compulsory schools

xFEórsdóttir

Bjarnason

2014

European Journal of Special Needs Education

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Inclusive education policy, now the norm in many parts of the world including Iceland, is highly dependent on teachers for its successful implementation. Research on inclusion often attempts to identify teachers' attitudes of inclusion (against/for). This article takes a different approach. It focuses on teachers' perspectives of their professional practices; that is, how teachers understand what it means to be and practise as a teacher. We interviewed 10 Icelandic compulsory school teachers and also examined teaching logs and associated documents. The findings suggest that the teachers participating in this study have conflicting expectations towards their professional practice. They have unclear ideas about the inclusive ideology, and external factors influence teachers' perception of their professional practice more than reflective practices. We suggest that these findings may well be applicable beyond the Icelandic context, and that they have implications for the overall in-service and pre-service education offered to teachers.

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Contested discourses of teacher professionalism: current tensions between education policy and teachers’ union

Mausethagen

Granlund

2012

Journal of Education Policy

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This article addresses constructions and redefinitions of teacher professionalism by focusing on the discursive negotiations between the government and the teachers' union in Norway. Based on an examination of three white papers on teacher education from the past 15 years and policy documents put forth by the Union of Education Norway during the past decade, the authors argue that new constructions of teacher professionalism are produced both by the government and from within the teachers' union. However, there are differences between the government and the teachers' union concerning what the main aspects of teacher professionalism are. The government emphasises teacher accountability, research-based practice and specialisation. By contrast, the teachers' union highlights research-informed practice, responsibility for educational quality and professional ethics. There are three main areas of discursive struggle focused by the teachers' union: the resistance to accountability policies, the redefining of research-based practice and the lengthening of teacher education. The authors argue that the teachers' union is adopting an increasingly more active approach, thereby also challenging the idea that the teachers' union is less interested in developing and taking responsibility for the quality of school education.

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Concepts of teacher knowledge as social strategies

Cited by 7 publications

References 21 publications

People With Intellectual Disabilities in Iceland: A Bourdieuean Interpretation of Self-Advocacy

People With Intellectual Disabilities in Iceland: A Bourdieuean Interpretation of Self-Advocacy

Conflicts in teachers’ professional practices and perspectives about inclusion in Icelandic compulsory schools

Contested discourses of teacher professionalism: current tensions between education policy and teachers’ union

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