From objects to subjects: Repositioning teachers as policy actors doing policy work

Ellison, Scott; Anderson, Ashlee; Aronson, Brittany; Clausen, Courtney K.

doi:10.1016/j.tate.2018.05.001

Cited by 32 publications

(24 citation statements)

References 31 publications

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“…This subjectivity revealed that, “the intrinsic nature of teaching runs counter to the bureaucratic principle of school organization” (Bidwell 1965, 979). In other focus group work, teachers identified standards, testing, and accountability as bad policy that serves as a barrier to effective teaching (Ellison, Anderson, Aronson, and Clausen 2018). In this study, some teams addressed this barrier through broad, global learning goals that pushed beyond the goals of standardized testing.…”

Section: Discussionmentioning

confidence: 99%

“Part of Their Chemistry”: The Reproduction of Neoliberal Governmentality in Principal and Teacher Subjectivities

Duarte

2021

Anthropology & Edu Quarterly

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In the voyage to increase student achievement, centralized education agencies apply pressure to school principals and teachers in ways that transform their work. This critical ethnographic study of a historically underperforming public elementary school serving predominantly Latinx/a/o students in Texas utilized poststructural theories of subjectivity to demonstrate how the political system of educational policy governs, in plural and contradictory ways, a principal and her teachers in a school serving marginalized youth. The results expose the ways in which neoliberal power is reproduced through the participants who questioned and subtly resisted the practices that they implemented to improve student achievement. The study has implications for both practitioners and researchers to come together in order to reconcile the difficult subjectivities that participants exhibited while they implemented neoliberal policies.

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Section: Discussionmentioning

confidence: 99%

“Part of Their Chemistry”: The Reproduction of Neoliberal Governmentality in Principal and Teacher Subjectivities

Duarte

2021

Anthropology & Edu Quarterly

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“…In low-income schools specifically, teachers face more pressure to conform their practices to narrow standard and assessment products (McCarthey, 2008). Teachers do not always agree with the standards and the accountability practices (Ellison et al 2018), an d therefore, live in a state "characterized by fear, compliance, and pressure to conform" (Picower, 2011, p. 112). As a result, both teachers and students become disengaged with the curriculum (Scherff & Piazza, 2005;Thomson et al, 2010).…”

Section: Teacher Responses To Neoliberal Policiesmentioning

confidence: 99%

“We’re in compliance”: Reconciling teachers’ work as resistance to neoliberal policies

Duarte

Brewer

2022

EPAA

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Neoliberal polices such as standardized testing, teacher evaluation, and student performance accountability serve as market pressures that dictate teachers’ work. In this paper, we employ critical policy analysis (CPA) and critical ethnography in order to bridge theory and method. Specifically, we apply de Certeau’s (1984) theory of consumption to examine the clandestine ways that teachers creatively resist the policies that constrain them. Our findings, which are presented in three vignettes, demonstrate the ways in which teachers tactically read policy and engage in passive compliance. We conclude by discussing how the qualities of our participants’ subtle acts of resistance blur the line between compliance and resistance, which has implications for the study of resistance to neoliberal policies.

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“…Some important factors, external to schools, such as educational policies, teachers' salaries, and professional prestige, have been associated with teacher job satisfaction (Ellison et al, 2018;Han et al, 2018;Lincove et al, 2015;Tuytens & Devos, 2018). At present, teacher and school accountability for student performance are considered to be important factors in teacher job (in)satisfaction, stress, and attrition (Cochran-Smith et al, 2017;Ryan et al, 2017;von der Embse et al, 2016).…”

Section: Extra-school Factorsmentioning

confidence: 99%

Teacher and school determinants of teacher job satisfaction: a multilevel analysis

Lopes

Oliveira

2020

School Effectiveness and School Improvement

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Teacher job satisfaction is an essential factor for teachers' and school effectiveness and students' academic and educational achievement. The present research aims to identify variables that contribute to job satisfaction in a Portuguese sample of lower secondary education teachers, using data from the Teaching and Learning International Survey (TALIS) 2013. Two questionnaires were used to collect data: a school principal's questionnaire, and a teacher questionnaire. Hierarchical linear modelling was used to study the relation of school-level and teacher-level variables to job satisfaction. The results show that teacher-level variables are better predictors of teacher job satisfaction than school-level variables, except for the variable public/private school. In addition, variables related to interpersonal relations emerge as the most significant predictors of job satisfaction. The results suggest that, in order to improve, schools must take care of interpersonal relations, mainly at the classroom level, where most of the perceived job satisfaction seems to rest.

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From objects to subjects: Repositioning teachers as policy actors doing policy work

Cited by 32 publications

References 31 publications

“Part of Their Chemistry”: The Reproduction of Neoliberal Governmentality in Principal and Teacher Subjectivities

“Part of Their Chemistry”: The Reproduction of Neoliberal Governmentality in Principal and Teacher Subjectivities

“We’re in compliance”: Reconciling teachers’ work as resistance to neoliberal policies

Teacher and school determinants of teacher job satisfaction: a multilevel analysis

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