Teaching after the Market: From Commodity to Cosmopolitan

Luke, Allan

doi:10.1111/j.1467-9620.2004.00384.x

Cited by 130 publications

(92 citation statements)

References 11 publications

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“…Since the 1980s, work has changed through the deregulation of labour markets (Beynon et al, 2002), globalization, and increasing competitive pressures on business organizations to cut costs and find greater profit margins (Rapoport and Bailyn, 1998). Similar cost-cutting pressures forced changes to work in public-sector industries such as health and education (Burchell et al, 2002;Luke, 2004). Business and public-sector organizations alike responded to external pressures with paradigm shifts evident in the development and use of management innovations, such as Strategic Human Resource Management (SHRM) practices (Bartram et al, 2007;Guest, 1997;Schuler and Jackson, 1987).…”

Section: Management Practices Work Intensification and Greedy Organmentioning

confidence: 99%

Work-Family Balance or Greedy Organizations?

Burchielli

Bartram

Thanacoody

2008

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This paper re-examines the concept of work-family balance by analyzing qualitative data from interviews conducted with Australian senior female staff and managers at a major metropolitan bank and a large, regional hospital. Extant research suggests that managers and staff in senior roles, who have greater autonomy and discretion than other employees, are better able to balance their work and family demands. This paper finds evidence for work-family conflict among participants, who perceive they have “no balance” and must make many personal sacrifices to meet the conflicting demands of work and family. Our findings are confronted with the greedy institutions framework which provides a suitable metaphor to understand the role of organizations in supporting the dual demands of work-family.Deux variables clef ressortent au moment où il devient urgent d’arriver à un équilibre entre le domaine du travail et celui de la famille. Au premier rang de ces variables se situe les rôles changeants exercés par les femmes. Leur passage du domaine privé au domaine public a remis en cause les notions traditionnelles du lieu des responsabilités à l’endroit de l’éducation des enfants et de l’attention à accorder aux membres de la famille et de la communauté (Chhachhi et Pittin, 1996).Depuis les années 1980, la nature du travail s’est modifiée avec la déréglementation des marchés du travail (Beynon et al., 2002), la mondialisation et l’accroissement des pressions sur les entreprises d’affaires vers des coûts d’opérations plus bas et une bonification des marges de profits (Rapport et Bailey, 1998). Ces phénomènes se sont traduits par l’augmentation des heures de travail chez les salariés et par une tendance accrue vers l’intensification du travail (Appelbaum et al., 2000)L’entrée massive des femmes sur le marché du travail, des heures de travail plus longues et une intensification du travail ont contribué à réduire le temps consacré à la famille, au loisir et à la communauté (Pocock, 2003, 2005). Les publications sur le sujet s’interrogent sur l’effort que les employeurs s’apprêtent à faire en vue de contribuer à l’équilibre travail-famille (De Bruin et Dupuis, 2004; Greenblatt, 2002).L’équilibre travail-famille peut être atteint par l’effectif senior et par les dirigeants qui possèdent plus d’autonomie, de discrétion et un accès plus large aux ressources qui facilitent un équilibre travail-famille (Whitehouse, Baird et Hoskin, 2007). Ce point a peu fait l’objet de recherche et le but de cet essai consiste à réévaluer d’une manière critique la notion d’équilibre travail-famille à la lumière de données recueillies auprès de 14 personnes de l’effectif senior et de dirigeants dans le contexte australien. Nous avons obtenu nos données d’une banque multinationale et d’un hôpital du secteur public en vue de mieux saisir les défis spécifiques et les réactions dans les domaines de la famille et du travail. Nous confrontons nos conclusions avec la théorie des organisations cupides afin de comprendre le rôle des entreprises dans l’établissement...

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Section: Management Practices Work Intensification and Greedy Organmentioning

confidence: 99%

Work-Family Balance or Greedy Organizations?

Burchielli

Bartram

Thanacoody

2008

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“…In addition to the need for dispersed centres of innovative CFL practice, we also recognise that as more university students globally graduate with Chinese majors, there will be an increasing number of non-native CFL teachers, who will want a valid role and identity in their own innovative CFL communities. CFL teacher training needs to prepare the type of teachers who can deal educationally with transnational and local diversity (Luke 2004), with a range of adopted and adapted pedagogies to use. Just as it is accepted that TESOL practice has developed as a de-centralised transnational polyglot endeavour (Canagarajah 2006), we predict that multiple CFL communities are becoming autonomous, diverse, and flexible entities.…”

Section: Resultsmentioning

confidence: 99%

Limiting professional trajectories: a dual narrative study in Chinese language education

Moloney

Wang

2016

Asian. J. Second. Foreign. Lang. Educ.

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Introduction: The globally expanding community of educators involved in the teaching of Chinese as a Foreign Language (CFL) is being pushed to adapt to diverse educational contexts, engendering tension and dislocation. There has been limited success in efforts to modernise practice in the teaching of Chinese, with subsequent urgent calls for both a fresh approach to innovation, and for a better understanding of the nature of teacher experience in the professional community. This article reports a project which employed self-study to investigate, through analysis of reflective narratives, two career trajectories associated with Chinese as a foreign language. Results: The analysis of the narratives uncover issues of identity and power, in the shaping of the participants's practice and professional trajectories. The analysis provides illustration of how limitation in professional participation can result in limitation of innovative practice. The investigation identifies the formation of new independent decentralised professional communities for CFL. Conclusions: The study offers recommendations to promote innovative practice which can support more effective teaching and learning.

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“…Drawing upon policy sociology work, Luke (2004) argues this myriad of initiatives and prepackaged programmes are instances of the 'commodification of knowledge,' and the sheer volume of reforms causes teachers and those in schools to behave as 'commodity fetishists' as they grasp for specific initiatives and programmes as a means of complying with multiple, sometimes contradictory reforms.…”

Section: Risk Commodification and Educationmentioning

confidence: 99%

Education as a ‘risky business’: Theorising student and teacher learning in complex times

Hardy

2013

British Journal of Sociology of Education

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Education as a 'risky business': Theorising student and teacher learning in complex times Abstract:This paper employs sociological literature on risk and the commodification of education to explain current schooling practices in a context of increased concerns about students' behaviour and results on standardised tests of achievement. Drawing upon teacher and student learning practices in three school sites in south-east Queensland, Australia, the article reveals how specific tests, packages and programmes have been employed as technologies of governance to minimise the risk of adverse student behaviour, maximise student outcomes on standardised tests, and provide teachers with discrete learning experiences construed as improving such outcomes. The sum total of these foci is the construction of education as an increasingly 'risky business' which employs a myriad of products and tests to manage perceived and actual risks. The paper also reveals how these products and processes constitute student misbehaviour and inadequate teacher and student learning as 'risk objects' requiring constant intervention, but which also inhibit inclusion in schooling settings, and challenge teachers' professionalism.

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Teaching after the Market: From Commodity to Cosmopolitan

Cited by 130 publications

References 11 publications

Work-Family Balance or Greedy Organizations?

Work-Family Balance or Greedy Organizations?

Limiting professional trajectories: a dual narrative study in Chinese language education

Education as a ‘risky business’: Theorising student and teacher learning in complex times

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