Teachers' work and pedagogy in an era of accountability
A great deal of educational policy proceeds as though teachers are malleable and ever-responsive to change. Some argue they are positioned as technicians who simply implement policy. However, how teachers go about their work and respond to reform agendas may be contingent upon many factors that are both biographical in nature and workplace related. In this paper we discuss the work of middle school teachers in low-socioeconomic communities from their perspectives. Referring to reflective interviews, meeting transcripts and an electronic reporting template, we examine how teacher participants in a school reform project describe their work - what they emphasise and what they down-play or omit. Using Foucaultian approaches to critical discourse analysis and insights from Dorothy Smith's (2005) Institutional Ethnography, we consider the 'discursive economy' (Carlson, 2005) in teachers' reported experiences of their everyday practices in northern suburbs schools in South Australia in which a democratic progressive discourse exists alongside corporate and disciplinary discourses.
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|Item Type:||Journal Article|
|Keywords:||Teachers' work, Pedagogy, Accountability, Discourse, Middle Schooling|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2009 Taylor and Francis Group|
|Copyright Statement:||This is an electronic version of an article published in [Discourse : Studies in the Cultural Politics of Education, 33(3), pp. 333-345]. [Discourse : Studies in the Cultural Politics of Education] is available online at informaworld.|
|Deposited On:||03 May 2011 23:34|
|Last Modified:||01 Mar 2012 00:53|
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