Session Information
23 SES 02 A, Collective Actions, Alliances and Resistance of Children, Young People and Teachers (Part 2)
Symposium, continued from 23 SES 01 A
Time:
2009-09-28
11:15-12:45
Room:
HG, HS 28
Chair:
Gaby Weiner
Discussant:
Lyn Yates
Contribution
In this paper we will focus on teachers’ repeating complaints of lack of time. The topic will be discussed in relation to an ongoing action research project, funded by the Norwegian Research Council, within a Norwegian primary and lower secondary school (2006-2009). Our research question is: How can teachers’ professional role and development be constructed, and further, how will it be conceptualized, when new reforms demand more external control? We will discuss our data, interviews and observations, in relation to theories of late modernity (Giddens, 1990), teacher professionalism (Hargreaves, 1994), social practice and habits (Bourdieu, 1977; Dewey, 1922/83). Further we want to discuss whether the rhetoric of New Public Management ideology, implemented in the Norwegian school system in the 90’ties, has changed the teachers’ role and self-understanding. From a discourse analytic perspective (Faircloth, 1992) we want to analyze how social practice, power relations, meanings and identities are constructed, maintained and negotiated in the educational field. In order to get an understanding of how different opinions, interests and values are formed and maintained when new reforms are introduced, we find it relevant to look at both the system level and the individual level. Our data depict that members from school owners, school leaders, teachers and labour union representatives, demonstrate ongoing struggles and conflicting views regarding teachers’ professionalism and their use of time.
Method
Expected Outcomes
References
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