Schooling teachers: Professionalism or disciplinary power?

Bourke, Terri, Lidstone, John, & Ryan, Mary (2015) Schooling teachers: Professionalism or disciplinary power? Educational Philosophy And Theory, 47(1), pp. 84-100.

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Abstract

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.

Impact and interest:

1 citations in Scopus
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ID Code: 63673
Item Type: Journal Article
Refereed: Yes
Additional Information: Published online: 17 Oct 2013
Keywords: disciplinary power, Foucault, professionalism, teachers
DOI: 10.1080/00131857.2013.839374
ISSN: 0013-1857
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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