Session Information
19 SES 13, The Development of the Postmodern Professional (Part 2)
Symposium
Contribution
This is an ethnographic study of a secondary comprehensive school. The study’s aim was to discuss the compatibility of the school discourse as this is constructed through the interaction between students and teachers to the socio-political discourse advocated by the introduction of citizenship education in English curriculum. Human interaction is considered here as central process in the construction of social reality and negotiation as the key for the realisation of the broader political and social discourses in particular social domains. This is a qualitative ethnographic study which draws evidence from interviews, observations, field diaries and role plays. The interactionist analysis of the socio-political dimension of school discourse led to a view of the construction of professional identity and of modern professionalism as a performance produced by personas subjectivated to the current expectations of education. In that context, marketisation and performativity do not appear as imposed discourses but as co-constructions through the interaction between the professionals and the consumers of education, while schooling could be conceptualised as an Althusserian ideology. The resulting ‘educative relationship’ is considered as a theatrical performance designed to satisfy an invisible audience which consumes, owns and reviews it.
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