Schooling teachers: Professionalism or disciplinary power?
Since public schooling was introduced in the nineteenth century, teachers in many western countries have endeavoured to achieve professional recognition. For a short period in the latter part of the twentieth century, professionalism was seen as a discourse of resistance or the ‘enemy’ of economic rationalism and performativity. However, more recently, governments have responded by ‘colonising’ professionalism and imposing ‘standards’ whereby the concept is redefined. In this study, we analyse transcripts of interviews with 20 Queensland teachers and conclude that teachers’ notions of professionalism in this second decade of the twenty-first century are effectively reiterations of nineteenth century disciplinary technologies (as proposed by Michel Foucault) yet are enacted in new ways.
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|Item Type:||Journal Article|
|Additional Information:||Published online: 17 Oct 2013|
|Keywords:||disciplinary power, Foucault, professionalism, teachers|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 Philosophy of Education Society of Australasia|
|Copyright Statement:||The definitive version is available at www3.interscience.wiley.com|
|Deposited On:||23 Oct 2013 23:02|
|Last Modified:||06 May 2015 09:27|
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