Teachers performing professionalism

a Foucauldian archaeology

Terri Bourke*, John Lidstone, Mary Ryan

*Corresponding author for this work

Research output: Contribution to journalArticle

7 Citations (Scopus)
8 Downloads (Pure)

Abstract

Faced with the perceived need to redefine education for more economic utilitarian purposes, as well as to encourage compliance with government policies, Australia, like many other Anglophone nations, has engaged in numerous policy shifts resulting in performativity practices becoming commonplace in the educational landscape. A series of interviews with teachers from Queensland, Australia, in which they revealed their experiences of professionalism are examined archaeologically to reveal how they enact their roles in response to this performative agenda. Findings suggest that while there is some acceptance among teachers of the performative discourse, there is increasing resistance, which permits the construction of alternative or counter-discourses to the currently internationally pervasive performative climate.

Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalSAGE Open
Volume3
Issue number4
DOIs
Publication statusPublished - 2013
Externally publishedYes

Bibliographical note

Copyright the Author(s) 2013. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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