Raising and doubling ‘standards' in professional discourse: a critical bid

Stanley, Grant; Stronach, Ian

doi:10.1080/02680939.2012.715355

Cited by 14 publications

(7 citation statements)

References 28 publications

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“…The phenomenon can be described as an outsidein vs. an inside-out professionalism (cf. Stanley & Stonach, 2013). It is argued that the way in which people from the outside have assumed the right to define what is good and bad education has created a systematic disbelief in teachers in ways that have reduced their professional autonomy (Ball, 2011;Beach & Bagley, 2012;Krantz, 2009;Lauder, Brown, & Halsey, 2009).…”

Section: Examples Of Media Images Of Teachers and Educational Researcmentioning

confidence: 98%

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Edling¹

2014

Journal of Curriculum Studies

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Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence SILVIA EDLING The paper highlights four tendencies in the media reporting of teachers and education: (a) recurring patterns of defining education in crisis, (b) mantling responsibility as exterior spokespersons for education and teachers, (c) excluding teachers' and educational researchers' knowledge and experiences in the media and (d) simplifying the notion of a good and bad teacher through stereotypes and dualistic frameworks that overlook task and relational complexity. In this paper, I explore how the simplifications of teachers and education that are often presented in the media can be interpreted as structural violence. In the light of these tendencies, research on structural violence helps to remind us that: (a) teachers are unwillingly forced into a paradoxical (in)visibility, (b) they are squeezed in-between two pressuring external demands, namely the complexities in their professional assignment that are politically steered and stereotypes of the good and bad teacher produced by, in this case, the media, (c) they risk wasting time and energy on addressing prejudices that have nothing to do with the specific work they are expected to do and (d) the logic of binary stereotypes is a power issue that brands teachers into a position of permanent failure.

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Section: Examples Of Media Images Of Teachers and Educational Researcmentioning

confidence: 98%

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Edling¹

2014

Journal of Curriculum Studies

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“…In fact, an increasing body of both qualitative and quantitative literature details the injurious consequences of standards-based reforms -or what Berliner and Glass (2014) and others (e.g., Sahlberg 2011) refer to as the Global Education Reform Movement -on educators' professional identities, knowledge and practice (see also Berliner 2011). In addition to these professional effects, researchers in the field of English education are now showing that this has adverse flow-on effects for student learning (see Gannon 2012;Stanley and Stronach 2013;Turvey, Yandell, and Ali 2012).…”

Section: Introductionmentioning

confidence: 97%

“…Particular concerns are being expressed about the dampening effect this is having on creativity in English teachers' professional practice (Turvey et al 2012;Meyer and Benavot 2013;Stanley and Stronach 2013;Doecke, Parr, and Sawyer 2014) and on their professional learning practices in particular (Groundwater-Smith and Mockler 2009;Parr 2010;Doecke 2013). Notwithstanding mounting evidence of the damaging consequences of standards-based reforms, and in spite of the large body of research showing the value of increasing diversification in education practices, there continues to be large-scale national and local investment in standardizing practices and discourses in the schooling sector as well as in the tertiary sector (see Ozga 2009;Casinader et al 2014).…”

Section: Introductionmentioning

confidence: 98%

Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together

Parr

Bulfin

2015

Changing English

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Standards-based education reforms and intensified accountability regimes are now a feature of most countries' agendas to improve the quality of their teaching workforces. One of the direct consequences of these reforms is a requirement that teachers demonstrate their ongoing participation in forms of professional development or professional learning throughout their careers. Along with this, there has been a narrowing of what is acknowledged by standards-based accountability regimes as discipline-based professional knowledge and 'valuable' professional development. This essay is a dialogic, reflexive account of a professional learning and writing project for English teachers and teacher educators in Australia, begun in 2013, called the stella2.0 project. The project builds on the groundbreaking work of the STELLA project in Australia from the turn of the century, and some other models of teacher writing projects across the world. Drawing on Cavarero, we critically scrutinize writing and storytelling in the dialogic professional community of the stella2.0 project, and in the process 'speak back' to standards-based reform policies that undermine English educators' agency and professionalism.

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“…The second, which is labeled as inside-outprofessionalism, is instead characterized by a teaching practice that is complex and changeable, depending on the qualified judgment of the teacher. It is not a question of defining the two forms of professionalism, but rather discussing where the limits of teachers' responsibilities are to be drawn (Stanley & Stronach, 2013). Central to inside-outprofessionalism is teacher judgment (e.g.…”

Section: The Teaching Profession and Professionalismmentioning

confidence: 99%

“…The three sub-themes are also related to an inside-out-professionality, in that they correspond to a notion of teaching as a more or less standardized (Stanley & Stronach 2013) approach, i.e. by fulfilling outside demands such as policy documents, or more or less pre-defined methods of teaching.…”

Section: In Order To Be Democratic In Education We Need To Follow a Cmentioning

confidence: 99%

Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts

Edling¹,

Liljestrand²

2018

AJTE

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Raising and doubling ‘standards' in professional discourse: a critical bid

Cited by 14 publications

References 28 publications

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together

Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts

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