Literaturnachweis - Detailanzeige
Autor/in | Spicksley, Kathryn |
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Titel | 'The Very Best Generation of Teachers Ever': Teachers in Post-2010 Ministerial Speeches |
Quelle | In: Journal of Education Policy, 37 (2022) 4, S.655-679 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0268-0939 |
DOI | 10.1080/02680939.2020.1866216 |
Schlagwörter | Foreign Countries; Beginning Teachers; Experienced Teachers; Discourse Analysis; Speeches; Professional Identity; Educational Policy; Advantaged; Politics of Education; Educational Change; Preservice Teacher Education; Teacher Role; Teacher Characteristics; Power Structure; United Kingdom (England) |
Abstract | This article explores how teachers were discursively positioned in England following the formation of the Coalition government in 2010, using a corpus-assisted critical discourse analysis of 363 speeches produced by government ministers. Findings show that young teachers were privileged in post-2010 government discourse, constructed as valued and active social agents. Experienced teachers, however, were constructed as passive and deficient, albeit useful for training new teachers. The findings indicate the deployment of a biopolitical apparatus which sought to hierarchically distinguish between different groups of teachers in order to facilitate system reform. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |