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Autor/inHallman, Heidi
TitelAt the Crux of Vocation and Profession: Teachers' Work in Catholic Schools
QuelleIn: International Studies in Catholic Education, 14 (2022) 1, S.24-39 (16 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Hallman, Heidi)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1942-2539
DOI10.1080/19422539.2022.2035977
SchlagwörterCatholic Schools; Catholic Educators; Educational Change; Neoliberalism; Professionalism; Spiritual Development; Religious Education; Teacher Attitudes; Competition; Student Experience; Teaching Methods; Case Studies; Elementary School Teachers; Middle School Teachers; High School Teachers
AbstractThe question: 'Education: Commodity or Public Good?' (Grace, G. 1989. "Education: Commodity or Public Good?" "British Journal of Educational Studies" 37 (3): 207-221. doi:10.1080/00071005.1989.9973812) is more prescient than ever, and this paper probes the ways in which Catholic school teachers experience market-oriented dimensions of practice alongside the spiritual capital that fuels their work. Through drawing on the narratives of teachers who teach in U.S. Catholic schools, this paper explores the ways in which teachers feel the effects of neoliberal and market-based reform in their everyday lives. The findings illuminate three themes through the analysis of teachers' narratives: 1) Technocratic Professionalism; 2) Competition from the Marketplace and 3) Optimizing the Student Experience. The paper urges those interested in the future of Catholic schools to consider that the neoliberal agenda is not merely theoretical but produces very real consequences for teachers. (As Provided).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2022/4/11
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