Schooling Teachers: Professionalism or disciplinary power?

Bourke, Theresa; Lidstone, John; Ryan, Mary

doi:10.1080/00131857.2013.839374

Cited by 40 publications

(33 citation statements)

References 35 publications

(27 reference statements)

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“…In contrast to both the progressivist and critical research on teacher professional standards, research by scholars such as Bourke, Lidstone, andRyan (2015), Fenwick (2010), Fenwick and Edwards (2010), Mulcahy (2011), O'Brien (2012), O'Brien and Osbaldiston (2010), and Savage and Lewis (2017) may be considered more 'problematising' (cf. Dean, 1994, p. 4;Hunter, 1994, pp.…”

Section: Previous Research On Teacher Professional Standardsmentioning

confidence: 99%

“…Fenwick and Edwards, 2010;Michaels, 2016;Mulcahy, 2011); the remainder on concepts and ideas from the early phases of Foucault's work (e.g. Bourke, Lidstone and Ryan, 2015) before Foucault's introduction of the concept of governmentality into his theoretical orientation. 7 In terms of the literature review undertaken in this chapter, the lack of research on teacher professional standards from a distinctly governmentality perspective points to an obvious lacuna within this particular research domain-a lacuna which this thesis is designed to address.…”

Section: Social Theory and Intellectual Practicementioning

confidence: 99%

“…Bourke, Lidstone and Ryan (2015), for example, argue that standards extend the gaze 2 argue for a 'post-realist' framework by which governmentality, on the one hand, and ANT, on the other, might address shortcomings in each of their respective approaches. It is an approach that works successfully in their edited monograph, and it is an approach that works in this thesis.…”

Section: Previous Research On Teacher Professional Standardsmentioning

confidence: 99%

“…Michael, 2016)-with its post-Foucaultian sensibility-or is more directly post-Foucaultian in its use of selected concepts, ideas, and methods pioneered by Michel Foucault (e.g. Bourke, Lidstone and Ryan, 2015). 2 Research from the perspective of ANT subjects professional standards to an ontological enquiry (Mulcahy, 2011, p. 95).…”

Section: Previous Research On Teacher Professional Standardsmentioning

confidence: 99%

“…techniques are more 'covert' (Bourke, Lidstone and Ryan, 2015, p. 85, p. 95) Within the theoretico-methodological framework adopted by Bourke, Lidstone and Ryan (2015), professional standards for teachers are understood as techniques of disciplinary power. This particular form of power, explains , is a 'quite specific modality of what could be called the synaptic contact of bodies-power ' (2006, p. 40).…”

Section: Post-foucaultian Research On Professional Standards For Teacmentioning

confidence: 99%

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Calculating the Professional: Standards and the Government of Professional Practice

O’Brien¹

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Professional standards are increasingly defining and organising the working life of professionals today. In teaching and school leadership-the research focus of this thesis-professional standards are relatively recent and global in extent. Scholarly research into teacher professional standards, however, tends to be dominated by either a progressivist or a critical form of intellectual practice. Although philosophical antinomies, these paradigms are both, characteristically, 'meta-theories of promise'.This thesis proposes an alternative, more problematising approach based on a postrealist orientation. This approach, it is argued, is better suited to the thesis' central research question which seeks to disclose the discursive and material relations through which professional standards are constituted as a domain of governmentality.Utilising the Foucaultian concept of governmentality-coupled with insights from actor-network theory-the thesis investigates the conditions of possibility of teacher professional standards in Australia today. It does so over three separate published papers, each of which analyses a separate facet of the assemblage of practices and discourses of teacher professional standards in which such conditions are found. The thesis finds that such standardising practices are not only disciplinary in their effect on teachers' time and obligations, but governmental in their bid to shape professional conduct-particularly in ways that evoke the neoliberal figure of the enterprising self. Such governmental action, the thesis finds, is complex andcalculating. An analysis of the programmes and practices of standardising that centre on the Australian Institute for Teaching and School Leadership discloses a strategic logic of regulation that seeks not simply to shape behaviour, but to activate professional freedom-to open it to unknowns-in order to produce more or less precisely defined results. Practices of standardising are also found to be imbricated in the ethical-governmental practices of professional (self-) formation that centre on teachers' and school leaders' professional and personal-professional activities and undertakings. This occurs, the thesis finds, according to the interplay of the multiple variability of the enfolding of authority by which a professional self-one stylised as more agile and adaptive than its predecessors-is formed.

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Section: Previous Research On Teacher Professional Standardsmentioning

confidence: 99%

Section: Social Theory and Intellectual Practicementioning

confidence: 99%

Section: Previous Research On Teacher Professional Standardsmentioning

confidence: 99%

Section: Previous Research On Teacher Professional Standardsmentioning

confidence: 99%

Section: Post-foucaultian Research On Professional Standards For Teacmentioning

confidence: 99%

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Calculating the Professional: Standards and the Government of Professional Practice

O’Brien¹

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Reflection of teachers' feelings of curriculum ownership in their curriculum definitions: The example of Estonia

Mikser

Viirpalu

Krull

2023

The Curriculum Journal

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Teachers' feeling of curriculum ownership has been found to be crucial for predicting the success of educational reform initiatives. This study aimed to examine how teachers' feelings of curriculum ownership are reflected in their statements about what they mean by the term ‘curriculum’. We analysed written questionnaire responses from 760 schoolteachers across Estonia. Our qualitative content analysis demonstrated that almost half of the qualified responses defined a curriculum as a mandatory, prescriptive document which does not allow for teachers' high feeling of curriculum ownership. Nearly one‐third of the respondents expressed a moderate feeling of ownership, describing a curriculum as an external guideline but also seeing their own role as active in curriculum implementation. Only about one‐tenth of the respondents expressed a high feeling of ownership in their definitions. In the context of the recent history of curriculum policy in the former socialist European countries, we conclude that the overwhelming rhetoric of the early 1990s related to prioritising teachers' curriculum ownership was in practice quickly and successfully subordinated to globally rising regulatory policies that prioritised external evaluation, benchmarking and standardisation. We will discuss the mechanisms of this phenomenon and the potential avenues for enhancing teachers' curriculum ownership in the context of current education policy realities.

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Embracing Wobble: Exploring Novice Teachers’ Efforts to Enact Dialogic Literacy Instruction

Stewart¹,

Coombs²,

Fecho³

et al. 2019

J Adolescent & Adult Lit

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Contemporary school contexts present challenges for novice teachers seeking to support students’ literacy development by bringing content into dialogue with students’ lives. These challenges, framed as wobble moments, often contribute to high rates of teacher attrition. However, dialogue with peers, colleagues, and mentors can help teachers learn from the tensions they encounter as they enact dialogic literacy instruction. The authors share the struggles of novice teachers working to enact dialogical practices and describe how an oral inquiry process framework helped them negotiate these challenges. Working from a Bakhtinian stance, the authors present three wobble moments that were connected to school structures, personal and professional identities, and conformity to demonstrate how the oral inquiry process helped the participants learn from the difficulties they faced. Findings suggest that the oral inquiry process framework can help teachers navigate difficulty through dialogue and enact pathways that empower them. Recommendations for implementing this framework are also included.

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Schooling Teachers: Professionalism or disciplinary power?

Cited by 40 publications

References 35 publications

Calculating the Professional: Standards and the Government of Professional Practice

Calculating the Professional: Standards and the Government of Professional Practice

Reflection of teachers' feelings of curriculum ownership in their curriculum definitions: The example of Estonia

Embracing Wobble: Exploring Novice Teachers’ Efforts to Enact Dialogic Literacy Instruction

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