Negotiating Teacher Professionalism: Governmentality and Education Reform in Hong Kong

Autor/in	Chee, Wai-Chi
Titel	Negotiating Teacher Professionalism: Governmentality and Education Reform in Hong Kong
Quelle	In: Ethnography and Education, 7 (2012) 3, S.327-344 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-7823
DOI	10.1080/17457823.2012.717201
Schlagwörter	Quality Control; Educational Quality; Foreign Countries; Educational Change; Politics of Education; Government Role; Discipline; Educational Finance; Financial Support; Discourse Analysis; Neoliberalism; Marketing; Governance; Unions; Teacher Role; Self Concept; Teacher Attitudes; Power Structure; Authoritarianism; Hong Kong + Suchen Sie Ihr Suchwort? Qualitätskontrolle; Quality of education; Bildungsqualität; Ausland; Bildungsreform; Educational policy; Bildungspolitik; Disziplin; Bildungsfonds; Finanzielle Förderung; Diskursanalyse; Neo-liberalism; Neoliberalismus; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Lehrerrolle; Selbstkonzept; Lehrerverhalten; Autoritarismus; Hongkong
Abstract	This research investigates how the Hong Kong state controls and disciplines the education sector through the regulation and manipulation of discourses. The authoritative narratives are that some schools are failing the students and parents for not being able to provide quality education, and that these schools are not subject to public scrutiny while spending public money. This article seeks to understand the role of such narratives in neoliberal politics and the marketisation of education which lead to governance in the form of initiatives in school quality assurance mechanism; how different actors (Education Bureau, Professional Teachers' Union and individual teachers) are involved in the process; how they negotiate this governance of education; how such governance transforms the self-perception of teachers as well as the perception of teachers by others; and how teachers interpret, appropriate and resist such discursive power. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10