Discours sur l'école en crise en France: Entre médiatisation et résistance

Hedjerassi, Nassira; Stumpf, Alexia

doi:10.2307/20054148

Cited by 4 publications

(3 citation statements)

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“…Most research about this topic has been particularly influenced by the impact of local and national educational policies on teachers' identity and their educational practices. This line of research has shown that teachers' professional identity has been a key topic in debates about the crisis of education and school, and has served to justify changes in educational policies, and in setting the challenges faced by teachers in their daily practice (Thomas, 2003;Day et al, 2005;Hedjerassi & Stumpf, 2006;Barrett, 2009;Dahlgren & Chiriac, 2009). These and other studies about the professional identity of teachers have highlighted the need for a better understanding of the various strategies manifested by teachers when negotiating their professional identities.…”

Section: Novice Teachers' Identity Under Studymentioning

confidence: 96%

“…This line of research has shown that teachers' professional identity has been a key topic in debates about the crisis of education and school, and has served to justify changes in educational policies, and in setting the challenges faced by teachers in their daily practice (Thomas, 2003;Day et al, 2005;Hedjerassi & Stumpf, 2006;Barrett, 2009;Dahlgren & Chiriac, 2009).…”

Section: Novice Teachers' Identity Under Studymentioning

confidence: 99%

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Developing Autobiographical Accounts as a Starting Point in Research

Sancho

Hernández-Hernández

2013

European Educational Research Journal

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Teaching and research are an academic's two main responsibilities. The performance of these two roles (teacher and researcher) can be clearly separated or noticeably interwoven in a continuous reflective process that shares and interchanges positionalities and references. Research projects, in the context of the quality research group ESBRINA -contemporary subjectivities and learning environments (2009SGR 0503) -are usually started by making explicit the group's personal viewpoints regarding the topic they are scrutinising. As a result, different autobiographical accounts have been developed which provide complex and in-depth explanations of the process of constructing the research topics and relationships that are delved into. This article starts by offering a context for the research group's epistemological frame and argues for the need to conduct autobiographical accounts as a research strategy. This approach is illustrated by looking into the narratives recently written for two research, development and innovation projects. The first one was aimed at understanding how novice teachers are learning to become teachers under post-Fordist working conditions, and the second endeavoured to explore how teenagers are learning from multiple literacies inside and outside of school. The article concludes by pointing out the European dimension of the research and the lessons learnt regarding the dilemmas on writing autobiographical accounts as part of a research process. The Reflective Frame of a Research GroupA few years ago, when starting a new research project aimed at exploring how university teachers cope with social, academic, technological and biographical change over time, we decided that, being academics ourselves, we could not investigate the experiences of others without putting our own experiences under scrutiny (Hernández & Rifà, 2010;Hernández et al, 2010). Under the effects of this epiphany, as an act of epistemological, methodological and political coherence, we decided to start this study by writing our professional autoethnographies (Sparkes, 2002). We chose this methodological approach since we considered autoethnography as one person's life experiences placed in a broader cultural and social context, in this case related to change in higher education. As a consequence, and as Brockmeier points out (2000), adopting an autoethnographic perspective means interpreting and reconstructing significant experiences, and placing them in relation to the social and cultural discourses of our time. In this vein, we consider that 'autoethnography is research, writing, story and method that connect the autobiographical and personal to the cultural, social and political' (Ellis, 2004, p. xix). And that, as Ellis and Bochner (2000, p. 733) argue, this research approach constitutes 'an autobiographical genre of writing and research that plays multiple layers of consciousness, connecting the personal to the cultural'.What led us to consider this epistemological position was consistent with our situation at the universit...

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Section: Novice Teachers' Identity Under Studymentioning

confidence: 96%

Section: Novice Teachers' Identity Under Studymentioning

confidence: 99%

Developing Autobiographical Accounts as a Starting Point in Research

Sancho

Hernández-Hernández

2013

European Educational Research Journal

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“…The public discourse on education in the USA over the past decades increasingly has been characterized by messages of crisis that extends across national contexts, including other developed, Anglophone nations including Canada, Australia, and England, and France (Hedjerassi & Stumpf, 2006;Thomas, 2003). The crisis discourse surrounding education is grounded in a neo-liberal economic model featuring charges that schools are not preparing the type of worker needed to preserve these nations' dominant position in a changing global market, and promoting marketbased reforms such a privatization and voucher programs (Downey, von Hippel, & Hughes, 2008;Ungerleider, 2004).…”

Section: Introductionmentioning

confidence: 99%

Teachers in the news: a critical analysis of one US newspaper's discourse on education, 2006–2007

Cohen

2010

Discourse: Studies in the Cultural Politics of Education

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Public education discourse in the USA has been characterized by messages of crisis shaping education policies across national contexts. Education policy solutions target a lack of qualified teachers and insufficient oversight of teacher practice as central factors in the crisis, placing teacher identity as knowledgeable, authoritative professionals at the center of educational reform debates. Mainstream news media is a key site for education policy debate. I employ critical discourse analysis of education news published in a major US newspaper, uncovering how grammar patterns in news discourse situate teacher identity in relation to knowledge and authority. I demonstrate how the paper's discourse frames teacher identity in terms of Accountability and Caring and discuss how, in the context of larger economic and social policy debates, Accountability gains authority over caring to shape education policy. I call for teachers to integrate critical participation in public education debates as key element of professional identity.

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Getting recognised: Teachers negotiating professional identities as learners through talk

Cohen

2010

Teaching and Teacher Education

123

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Discours sur l'école en crise en France: Entre médiatisation et résistance

Cited by 4 publications

References 0 publications

Developing Autobiographical Accounts as a Starting Point in Research

Developing Autobiographical Accounts as a Starting Point in Research

Teachers in the news: a critical analysis of one US newspaper's discourse on education, 2006–2007

Getting recognised: Teachers negotiating professional identities as learners through talk

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