"Cruel Optimism": Teacher Attachment to Professionalism in an Era of Performativity

Autor/inn/en	Moore, Alex; Clarke, Matthew
Titel	"Cruel Optimism": Teacher Attachment to Professionalism in an Era of Performativity
Quelle	In: Journal of Education Policy, 31 (2016) 5, S.666-677 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2016.1160293
Schlagwörter	Professionalism; Teacher Attitudes; Educational Policy; Neoliberalism; Discourse Analysis; Accountability; Ideology; Values; Attachment Behavior; Aspiration; Affective Behavior; Psychological Patterns; Rhetoric; Expectation; Identification (Psychology); Teacher Behavior; Compliance (Psychology); Foreign Countries; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Professionalität; Lehrerverhalten; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Diskursanalyse; Verantwortung; Ideologie; Wertbegriff; Attachment; Bindungsverhalten; Streben; Affective disturbance; Active behaviour; Affektive Störung; Rhetorik; Expectancy; Erwartung; Teacher behaviour; Ausland; Australien; Großbritannien
Abstract	This study provides a critical exploration of the way teachers' attachment to notions of professionalism may facilitate a process whereby teachers find themselves obliged to enact centralised and local education policies that they do not believe in but are required to implement. The study argues that professionalism involves an entanglement of (past) occupational and (present) organisational discourses and that the remainders of the former facilitate the enactment of the latter. The study draws on Berlant's notion of cruel optimism to help understand this process, whereby teachers' attachment to professionalism may assist them in undermining the very values they believe it embodies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01