Countervisualities of Care: Re-Visualizing Teacher Labor

Autor/in	Restler, Victoria
Titel	Countervisualities of Care: Re-Visualizing Teacher Labor
Quelle	In: Gender and Education, 31 (2019) 5, S.643-654 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1543860
Schlagwörter	Caring; Teacher Role; Value Added Models; Neoliberalism; Role of Education; Social Justice; Activism; Urban Schools; Low Income Students; Minority Group Students; Freehand Drawing; Human Body; Social Bias; Racial Bias; Maps; New York + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Lehrerrolle; Neo-liberalism; Neoliberalismus; Bildungsauftrag; Soziale Gerechtigkeit; Aktivismus; Politischer Protest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Drawing; Zeichnen; Menschlicher Körper; Racial discrimination; Rassismus; Map; Karte
Abstract	Images of teacher evaluation (and teacher value) represented through scores, which are plotted on charts and widely reported, have had a profound impact on how society views teachers' contributions, capacities, and worth and have, in turn, influenced school policies and practices. Drawing on a broader multimodal study, this article opens up a conversation about teachers' caring labor in dialogue with contemporary policies and controlling images (Collins, P. H. 1991. "Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment." New York: Routledge.) of neoliberal accountability. Working with a group of New York City public school teacher/activists, my research explores teachers' experiences of value-added assessment policies and the substantial work they do that remains invisible to evaluation metrics, policies, and wider publics. (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	2020/1/01