Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy

Autor/inn/en	Bourke, Theresa; Ryan, Mary Elizabeth; Lidstone, John
Titel	Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy
Quelle	In: Asia-Pacific Journal of Teacher Education, 41 (2013) 4, S.398-413 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2013.838619
Schlagwörter	Educational Philosophy; Educational Policy; Teacher Attitudes; Compliance (Psychology); Archaeology; Ethics; Foreign Countries; Educational Administration; Discourse Analysis; Guidelines; Teacher Effectiveness; Policy Analysis; National Standards; Government Publications; Reports; Australia + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Lehrerverhalten; Archäologie; Ethik; Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Diskursanalyse; Richtlinien; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politikfeldanalyse; Abschlussbericht; Berichten; Australien
Abstract	The nature and value of "professionalism" has long been contested by both producers and consumers of policy. Most recently, governments have rewritten and redefined professionalism as compliance with externally imposed "standards." This has been achieved by silencing the voices of those who inhabit the professional field of education. This article uses Foucauldian archaeology to excavate the enunciative field of professionalism by digging through the academic and institutional (political) archive, and in doing so identifies two key policy documents for further analysis. The excavation shows that while the voices of (academic) authority speak of competing discourses emerging, with professional standards promulgated as "the" mechanism to enhance professionalism, an alternative regime of truth identifies the privileged use of (managerial) voices from outside the field of education to create a discourse of compliance. There has long been a mismatch between the voices of authority on discourses around professionalism from the academic archive and those that count in contemporary and emerging Australian educational policy. In this article, we counter this mismatch and argue that reflexive educators' regimes of truth are worthy of attention and should be heard and amplified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10