Discourse Appropriation and Category Boundary Work: Casual Teachers in the Market

Autor/inn/en	Charteris, Jennifer; Jenkins, Kathryn; Jones, Marguerite; Bannister-Tyrrell, Michelle
Titel	Discourse Appropriation and Category Boundary Work: Casual Teachers in the Market
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 4, S.511-529 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charteris, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1113158
Schlagwörter	Foreign Countries; Part Time Faculty; Temporary Employment; Substitute Teachers; Professional Identity; Accountability; Discourse Analysis; Biographies; Neoliberalism; Politics of Education; Labor Market; Employment Potential; Career Development; Vignettes; Australia + Suchen Sie Ihr Suchwort? Ausland; Zeitarbeit; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Verantwortung; Diskursanalyse; Biography; Biografie; Biographie; Neo-liberalism; Neoliberalismus; Educational policy; Bildungspolitik; Labour market; Arbeitsmarkt; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Berufsentwicklung; Australien
Abstract	With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might "do" category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01