Portraits of Teachers in Neoliberal Times: Projections and Reflections Generated by Shadow Education Research

Autor/inn/en	Duong, Bich-Hang; Silova, Iveta
Titel	Portraits of Teachers in Neoliberal Times: Projections and Reflections Generated by Shadow Education Research
Quelle	In: Globalisation, Societies and Education, 19 (2021) 5, S.696-710 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duong, Bich-Hang) ORCID (Silova, Iveta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2021.1878013
Schlagwörter	Neoliberalism; Global Approach; Tutoring; Income; Content Analysis; Teaching Methods; Professionalism; Competition; Entrepreneurship; Teacher Role; Educational History; Research Reports; Ethics; Teacher Salaries; Kindergarten; Elementary Secondary Education; Cross Cultural Studies + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Globales Denken; Förderkonzept; Nachhilfeunterricht; Einkommen; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Professionalität; Wettkampf; Unternehmungsgeist; Lehrerrolle; History of education; Bildungsgeschichte; Research report; Forschungsbericht; Ethik; Lehrerbesoldung; Lehrervergütung; Cultural comparison; Kulturvergleich
Abstract	Shadow education (or private supplementary tutoring) has grown exponentially both as a phenomenon and an area of research. Based on a qualitative content analysis of international research on private tutoring published in the last four decades (1980-2018), this study explores how teachers and their teaching practices are represented in this literature and what such constructions mean for teacher professionalism. The findings reveal a variety of competing views about school teachers and the teaching profession, reflecting a partial and particular conception of the teaching profession. Influenced by the neoliberal logic, many of these projections portray teachers who participate in tutoring activities as corrupt or narrowly frame their work in terms of profit, competition, or entrepreneurship. Given that most of the reviewed research does not draw on teachers' own perspectives, we call for more nuanced and multidimensional approaches to understanding teachers' complicated roles and negotiations in this time of neoliberal globalisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01