Teachers performing professionalism: A Foucauldian archaeology

Bourke, Theresa, Lidstone, John, & Ryan, Mary E. (2013) Teachers performing professionalism: A Foucauldian archaeology. SAGE Open, 3(4), pp. 1-14.

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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 amongst 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.

Impact and interest:

3 citations in Scopus
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ID Code: 63672
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Foucauldian archaeology, resistance, professionalism, performativity, education policy
DOI: 10.1177/2158244013511261
ISSN: 2158-2440
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2013 The authors
Deposited On: 23 Oct 2013 22:54
Last Modified: 15 Feb 2014 09:23

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