‘I am a Starbucks worker … my life no longer belongs to me’: the performance of estrangement as a learning tool

Keenan, John; Evans, Adrienne

doi:10.1080/13562517.2013.836100

Cited by 1 publication

(1 citation statement)

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“…Freire (1993, cited in Hale et al., 2008: 1421) once wrote that, ‘without understanding the soul of the culture, we just invade the culture’, and, having been part of the culture and the practices of the teachers, we were well equipped to translate the findings. It was also helpful that both researchers have conducted reflexive educational research with an eye on the critical, reflective and situated (see Kadi-Hanifi, 2010; Keenan and Evans, 2014). Keenan and Evans (2014), for example, conducted autoethnographic research and reported on how getting higher education students to experience estrangement was a powerful means of realising the personal and professional impacts of neo-liberalism on their lives, while Kadi-Hanifi (2010) has argued that educational theory should be formulated from teacher experience.…”

Section: Methodsmentioning

confidence: 99%

Singing better songs? A life history study of higher education teacher educators working in the English further education sector

Kadi-Hanifi

Keenan

2015

Power and Education

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There has been a growth in the last 10 years of higher education provision in the English further education sector. This article examines the thoughts and feelings of three higher-education-level teachers working in the further education sector. Using Ivor Goodson's life history approach, it identifies a high degree of compliance with the system by the teachers. In order to justify the conflict between organisational and teacher concerns, key strategies were formed. These included celebrating further education as a place which gives people a second chance, a students-first focus and the significance of the human connection made at work. There were also similarities between the underlying motivations of teachers to teach at a higher level than many of their colleagues, which included family, class, control and the significance of dominant others in their lives.

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