teacher identity work in neoliberal schooling spaces jenelle reeves文献.pdf

该【teacher identity work in neoliberal schooling spaces jenelle reeves文献 】是由【司棋夸克】上传分享，文档一共【9】页，该文档可以免费在线阅读，需要了解更多关于【teacher identity work in neoliberal schooling spaces jenelle reeves文献 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。TeachingandTeacherEducation72(2018)98e106ContentslistsavailableatScienceDirectTeachingandTeacherEducationjournalhomepage:ate/tateTeacheridentityworkinneoliberalschoolingspacesJenelleReevesUniversityofNebraska-Lincoln,118HenzlikHall,Lincoln,NE68588-0355,USAhighlightsNegotiationofteachingidentitiesinneoliberalschoolingspacesisexamined.Dissonancebetweenateacher'svalues()andneoliberalism'sisdocumented.Amodelofteacheridentityworkisappliedtodata,illuminatingteacheridentityworkprocesses.:Received7November2017Neoliberalismis“theideathateverythingshouldberunasaReceivedinrevisedform–28February2018businessthatmarketmetaphors,metrics,andpracticesshouldAccepted7March2018permeateall?eldsofhumanlife”(Tarnoff,2016),including–orespecially–,inshort,-tionalorstatecurricula;thedetailedspeci?cationofteachers'petenciesandstandards,,constructingteachersandteaching;andtheintroductionofcentralizedhigh-and(re)negotiatingtheirteachingidentities,inthesocial,political,stakestestingregimestocontinuallyevaluatetheoutputofandethicalcontextsofschools,whichareideologicallyhetero-teachingbyrenderingitvisible,,differentially-poweredvoicescon?ict(Clarke,2013,,)andconvergearoundwhatmakesfor‘good’,neoliberalideologieshavepervadeddiscussionsofschools,SchoolingpolicyintheUnitedStatesandothernationsaroundcurriculum,andteachinginNorthAmerica,Europe,andbeyondtheworldintheearlydecadesofthe2000'shasbeenrunthrough(Ball,2003;Buchanan,2015;Clarke,2009,2013;Fisher-Ari,withneoliberalideology,includingtwoseeminglycontradictoryKavanagh,&Martin,2017;McKnight,2016).Weseethisinaimpulses:market-basedfreechoice,inwhichindividualconsumersprevalentdiscourseofmarketizationineducationinwhichteach-(parents,students)areempoweredtochoosetheirschools,andaersarecon?guredas“highlyindividualized,responsibilizedsub-masternarrativeoncurriculumandteaching,inwhichknowledgejects”(Davies&Bansel,2007,)-primarily(orevensolely)throughtheirstudents'standardizedtesteralism,paradoxically,advocatesformorefree-()and,atthesametime,foressisincreasinglyde?nedasproductionofhightestscores,increasedcentralizedoversightandqualitycontrol(-howareteachersnegotiatingtheirteachingidentitiesintheseizedtestingregimes).Curriculumandteachingreceivecentralizedspaces?Oneteacher'sidentityworkwithinaschoolingcontextoversight,andschoolsandteachersareexpectedtosubjectthem-markedbyneoliberalism,asreportedhere,providesinsightsintoselvestothemasternarrativesofgoodandeffectiveteaching,theinterplaybetweenneoliberalcontextsandteachers',inordertopro-videconsumers(thepublic)withinformationuponwhichtobase&E-mailaddress:******@(Clarke,2012;ClarkePhelan,2015;https:///.-051X/?(2018)98e10699Parkison,2013;Stoten,2013).recentstudybyFisher-Ari,Kavanagh,andMartin's(2017).There-ethesearchersfoundthatstudentpoorperformancestokedteachers'primary(orevenonly)measureofgoodteachinginthepublicde?(2015)notes,“ThelastdecadeinUSeducationnotwiththeill-?tofthecurriculumbutwithinthestudents,whomountabilityfortheycametoviewasunmotivated,lazy,;ountabilityhasRatherthanamelioratinginequality,then,curriculumstandardi-beenstudentperformanceonstandardizedtestscores”().-Teachers'experiencesofthestandardizationofcurriculumaredentperformance,butitisthenarrowingofthede?--professionalizeteachersbyrestrictingteachers'useoftheirowntionally,thisnarrowingisattheheartofneoliberaldiscoursesondiscernmentbeforeandduringinstruction(Buchanan,2015;,byextension,teachers'teachingStoten,2013).Withinaneoliberalview,teachingisframedasawithinaneoliberalframingofeducation,canpurportedlybetechnicistjobinwhichtheteacher'sroleistransmitterratherthanmeasuredthroughcriterion-referencedexams,parisonofthinking,knowledgeableactoranddecision-maker(Sawyer,2004).testingresultscantelluswhichschoolsandteachersaresuc-Yet,littleresearchhasexploredhowschoolingcontextsinfusedceeding,.(Ball,2003;Clarke,2009;2012)withinneoliberalsettingshasbeenobservedtoserveasade-stabilizing,de-“re-workedasproducers/pro-viders,educationalentrepreneurs”(Ball,2003,).InneoliberalTeacheridentityis“dynamic,multifaceted,negotiatedandco-systemsofschooling,teachers'professionaljudgment,principledconstructed,”(Edwards&Burns,2016,)anditisnegotiatedatbeliefs,esecondaryoreventhenexesof“thesocialandtheindividual,ofdiscourseandprac-pliancewiththetice,ofrei?cationandparticipation,ofsimilarityanddifference,,of?xityandtransgression,ofthesingularandthemultiple,andofthesynopticandthedynamic”(Clarke,2009,p.[Standardizedcurricula]alsodesignedtobe‘teacher-proof’ina189).Complexinnature,teacheridentityhasprovenarichsiteformisguidedbeliefthatthiswillensurethatlearningisuniformexploringteachers'plex,forallstudentsandthatcentralcurriculumwritersknowbettershiftinginterplaybetweendifferentiallypoweredforces,bothin-,,theyremoveteachers'professionalautonomyandun-settings,exertingpowerfulexternalforcesoncurriculumandheirexerciseofjudgementthroughthisactofpre-assessment,'valuesandbeliefsintocon?,asBall(2003)asserted,ethical,criticalorcreativeact.(Clarke&Phelan,2015,,,267)howdoesteacheridentityweather,adaptto,orresistneoliberalideologiesoftheirschoolsettings?If,asBall(2003)notes,thepervasivenessofanideologyofneoliberalismchangesnotjustwhatteachersdo,but‘whotheyare’(),(2009),exploringhowteachersmightdevelopandemploytheiragencyinlightofthe'paradoxicalaspects’(),proposedamodelofidentityformationutilizingFoucault'saxesofethicalself-“pervasivenessofpowerrelationsconstitutingusapproachtoeducation(Buchanan,2015;Fisher-Arietal.,2017;assubjects,alongwiththecorollarypervasiveexistenceofMeshulam&Apple,2014;Stoten,2013;Weaven&Clark,2015).freedom”(),ClarketurnedtoFoucault'slaterworkfocusedonWhencurriculaarestandardized,whenallclassroomsusethesametheformationandcareoftheself,andfoundinFoucault'sworkatextsandinstructionalapproaches,opportunityandachievementsimilarfocusonindividuals'navigationbetweenfreedomsandare?attenedout,resulting,ostensibly,-(includingthefreedomtoresistanceconstraintsoncurriculum,therefore,liewithintheindividualteacherorlearnerone'sself)thatalsorequiresconsiderationoftheother(In?nito,).TheelementsofFoucauldianself-formation,asClarketeachingcontextsorsalientdifferencesinstudents(,mapontomuchrecentworkonteacheridentityandpro?ciencyinthelanguageofthestandardizedcurricula)areoffersamodelforhowthedualitiesoffreedomsandconstraints,,andtheselfandtheothermightbepareschools'ountedforduringidentityconstructionandnegotiation,whichscores,monlypublishedinlocalpapersacrosstheClarkecalls“identitywork”().BorrowingfromFoucault'.,andtheymayassumetheresultsindicatepoorteachingoraxesofethicalself-formation,Clarke'sidentityworkmodelconsistspoorlearningatlow-,there-ofthefollowingfourelements:1)thesubstanceofteacheridentity;fore,mayappeartoallowforafairsortingoflearnersbytheir2)theauthoritysourcesofteacheridentity;3)theself-;and4)thetelos(ultimateobjective)ofteacherStandardization,however,mayofferlittlemorethanaveneerofidentity().,instructionisill-?-performance,(2018),thefourthaxisisconcernedwithtelos,ateacher'sulti-mategoalforteachingandtheutmostpurposeoftheirteachingidentity.‘Thismighttaketheformoftheoft-citednotionof‘makingadifference’tothelivesofindividualstudentsoritcouldbemoreamatterofeconomicsurvival’(Clarke,2009,).Teacheridentity,inpracticeanddiscourse,would,therefore,largelybeorientedtoward(andstemmingfrom),Clarke(2009)proposes,theycoexistinsomethingofanidentityloop,ponentinforms(andisinformedby),priseconceptualizationsofwhatateacheris(andisnot),whatateacherdoes(anddoesnotdo),andwhoateacheris(andisnot)(individualvalues,in-mitments)andexternalsources(teachingex-pertsandauthorities),thereisno?nalidentitydestination,.(Miller,Morgan,&Medina,2017).Teacheridentityworkisanon-linearprocessoridentityloopconsistingoffourele-,M.(2009,).'sotheridentities.“[W]hatpartAsClarke'steacheridentitymodelsuggests,con?ictisacentralofmyselfpertainstoteachingandwhatformsofsubjectivitycon-featureofteachers'identitywork,andteachersarelikelytofeelstitutedorwhatformsdoIusetoconstitutedmyteachingself?”,Ball(2003)predictsa(Clarke,2009,).Individualteachers,forexample,maywalloffschizophrenicsplittingofteacheridentitywhenteachers'personaltheirteacheridentityasamainlyintellectualorlogicalenterprise,valuesinteaching()-de?nedschoolingpurposes(),anobservationechoedbyClarke(2012;example,teachersmay?ndthattheirparentalidentities,imbued2013)andStoten(2013).Inthisvaluesschizophrenia(Ball,2003,,overlapwiththeirteacheridentities221),ateacher'sidentityistornbetweenperforming(orteaching),whereoneusesone'sownjudgmentandcareinworkingwithstudents,and,alternately,performingafabricationeachestowardanexternalversionofeffectiveteachingthatcon?i