The Ethico-Politics of Teacher Identity

Autor/in	Clarke, Matthew
Titel	The Ethico-Politics of Teacher Identity
Quelle	In: Educational Philosophy and Theory, 41 (2009) 2, S.185-200 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2008.00420.x
Schlagwörter	Teacher Attitudes; Ethics; Critical Theory; Self Concept; Politics of Education; Educational Environment; Educational Theories; Educational Philosophy; Educational Principles; Role of Education; Educational History + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ethik; Kritische Theorie; Selbstkonzept; Educational policy; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Bildungsauftrag; History of education; Bildungsgeschichte
Abstract	Identity is a contemporary buzzword in education, referencing the individual and the social, the personal and the political, self and other. Following Maggie MacLure, we can think of identity in terms of teachers "arguing for themselves", or giving an account of themselves. Yet in the wake of poststructuralism's radical de-centering of the subject and its highlighting of a number of impediments to agency, we might well ask how teachers are to give an account of themselves? This paper offers reading of identity that recognizes its paradoxical aspects, yet also contains scope for ethical agency. The latter is explored via a "diagram" that utilizes Foucault's four axes of ethics to elaborate a framework for thinking about teacher identity as ethical self-formation and for engaging in what I refer to here as "identity work". This approach to thinking about teacher identity recognizes our discursive determination, yet also offers scope for recognizing and building ethical agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10