Education as Fiction: Market Ideology and Best Teacher Awards

Autor/inn/en	Digón-Regueiro, Patricia; Sánchez-Blanco, Concepción
Titel	Education as Fiction: Market Ideology and Best Teacher Awards
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 4, S.455-472 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Digón-Regueiro, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1801815
Schlagwörter	Foreign Countries; Awards; Recognition (Achievement); Ideology; Influences; Individualism; Competition; Teacher Attitudes; Neoliberalism; Elementary School Teachers; Teacher Participation; Accountability; Criticism; Productivity; Spain + Suchen Sie Ihr Suchwort? Ausland; Award; Auszeichnung; Soziale Anerkennung; Ideologie; Influence; Einfluss; Einflussfaktor; Individualismus; Wettkampf; Lehrerverhalten; Neo-liberalism; Neoliberalismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Verantwortung; Kritik; Produktivität; Spanien
Abstract	This paper discusses the phenomenon of teacher awards with particular reference to one bestowed in Spain. This phenomenon is analysed in line with the consequences of free market ideology in education and the ideology of influencers and followers. Drawing on qualitative research based in participant and non-participant observation, in-depth interviews and document analysis, the results show that education practice was determined by the award requirements, and complying with its criteria became the overriding objective. The need for recognition was highlighted but critical views were also brought to light in relation to the notions of microcelebrities, performativity, individualism and competitiveness. The paper contributes to critical reflections on the already existing controversies regarding awards in education and specifically those presented to individuals. School teachers' perceptions of and reasons for participating in these initiatives and the repercussions in their classrooms are examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01