Nostalgia in the Narratives of Vocational Teachers as a Way of Understanding Responses to Change

Autor/inn/en	Ümarik, Meril; Goodson, Ivor F.
Titel	Nostalgia in the Narratives of Vocational Teachers as a Way of Understanding Responses to Change
Quelle	In: Critical Studies in Education, 61 (2020) 4, S.448-463 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2018.1500385
Schlagwörter	Vocational Education Teachers; Teacher Attitudes; Memory; Emotional Response; Educational Change; Social Change; Resistance to Change; Professional Autonomy; Teacher Empowerment; Teacher Responsibility; Professional Identity; Social Status; Student Motivation; Standards; Foreign Countries; Secondary Education; Estonia + Suchen Sie Ihr Suchwort? Ausbilder; Lehrerverhalten; Gedächtnis; Emotionales Verhalten; Bildungsreform; Sozialer Wandel; Berufsfreiheit; Lehrverpflichtung; Sozialer Status; Schulische Motivation; Standard; Ausland; Sekundarbereich; Estland
Abstract	This paper focuses on nostalgia in the narratives of vocational teachers. The aim is to understand the role of nostalgia as a mechanism for adapting to or resisting educational change. The paper is based on the secondary analysis of semi-structured interviews with 30 Estonian vocational teachers. In the teachers' narratives, the nostalgia for the former vocational education system, which provided more autonomy and empowerment for teachers in their work, was overlaid with the nostalgia for a society with more stable family and work-life patterns and trusting attitudes towards vocational teachers. Although there were examples where the nostalgic narratives were strategically used to legitimize resistance to change, in most cases, nostalgia tends to serve as the mechanism for making sense of the educational changes teachers have been faced with. Nostalgia also contributes to making sense of oneself as a teacher in a new situation and collective identity building. It is argued in the paper that we should acknowledge the positive functions of nostalgia and create support mechanisms to facilitate sense-making and critical reflection upon the changes for teachers. Nostalgia should be recognized as a productive force indicating the contradictions in present reforms and practices and opening up new directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01