The politics of teaching time in disciplinary and control societies
Thompson, Greg & Cook, Ian (2016) The politics of teaching time in disciplinary and control societies. British Journal of Sociology of Education. (In Press)
Administrators only | Request a copy from author
This paper argues that global education reform agendas that use policy levers, standardised testing and new regulatory authorities to steer teachers’ work at a distance are essentially chronopolitical technologies. Using evidence from interviews with teachers and principals in Australian schools, we argue that teachers and principals being confronted with these reforms are experiencing two temporal rhythms, first that of a disquieting acceleration of their working life. Second, and related, many teachers and principals spoke of feeling ‘out ot time’, or out of rhythm, with the new expectations of their work. Using Deleuze’s theorisation of the societies of control, we posit that this arrhythmia exemplifies the experience of the classroom being ‘opened up’ for the purposes of comparison. This breakdown of the enclosed classroom is affected through the datafication of teaching.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Keywords:||politics of time, Deleuze, control societies|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2016 Taylor & Francis|
|Deposited On:||20 Sep 2016 01:02|
|Last Modified:||20 Sep 2016 21:40|
Repository Staff Only: item control page