Structural Marginalisation, Othering and Casual Relief Teacher Subjectivities

Autor/inn/en	Charteris, Jennifer; Jenkins, Kathryn; Bannister-Tyrrell, Michelle; Jones, Marguerite
Titel	Structural Marginalisation, Othering and Casual Relief Teacher Subjectivities
Quelle	In: Critical Studies in Education, 58 (2017) 1, S.104-119 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charteris, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2015.1108208
Schlagwörter	Job Satisfaction; Neoliberalism; Teacher Attitudes; Biographies; Substitute Teachers; Foreign Countries; Teaching Conditions; Teacher Student Relationship; Figurative Language; Power Structure; Australia + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Neo-liberalism; Neoliberalismus; Lehrerverhalten; Biography; Biografie; Biographie; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Ausland; Lehrbedingungen; Unterrichtsbedingungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of "flexploitation". More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between 'structural marginalisation and the "othering" that CRTs can experience is associated with the politics of market-related performativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01