Performing the Nation, Performing the Market: Hybrid Practices and Negotiated Meanings of Chinese Rural Teachers

Wu, Jinting

doi:10.1111/aeq.12267

Cited by 9 publications

(7 citation statements)

References 26 publications

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“…In the end, their statement was “in compliance,” but the teacher’s resistance remained unresolved. Evidence of these hybrid subjectivities (Wu 2018), that is, subjectivities that resist and reproduce the status quo, were evident in the teacher’s learning goals and the discomfort with the relentless focus on testing that they expressed in the focus groups. This subjectivity revealed that, “the intrinsic nature of teaching runs counter to the bureaucratic principle of school organization” (Bidwell 1965, 979).…”

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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“…As Flores (2019) demonstrates, quality rural teachers are not only a precious asset to schools; they are an asset to the rural education system and the communities they serve (Zhao & Fu, 2018). When reviewing education in contemporary China, Wu (2018) notes that the ‘roles of teachers in rural China are complex’ and under-researched (p. 12). Zhao and Fu (2018) and X.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

An exploration of rural Chinese teachers’ wellbeing: Insights from mixture modelling of latent profile analysis

McCallum

White

2022

International Journal of Chinese Education

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The importance of teachers’ wellbeing and the complexities of teaching are becoming more widely understood through the lens of positive psychology. For example, teachers’ wellbeing and optimal functioning have an impact on their ability to teach effectively, teacher retention and their job satisfaction. However, there is a shortage of global research investigating teachers’ wellbeing, especially in rural China. The current study contributes to this shortage through an appreciative inquiry to examine rural teachers’ wellbeing in Jilin Province in rural China. Unlike earlier research, this study focused on the positive elements of rurality that strengthen teachers’ wellbeing. A two-phase exploratory, sequential, mixed-methods design was adopted. This paper reports on quantitative findings of Stage 2 of the study, a latent profile analysis of 1,198 participants’ experiences of wellbeing. The results suggest there are five unique profiles that enable rural Chinese teachers’ wellbeing: thriving, personally driven, surviving, career-driven and languishing. This study undertakes a novel approach of latent profile analysis of teachers’ wellbeing in rural China. These findings have implications for policymakers, initial teacher education programs, and teacher wellbeing interventions.

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“…The second viewpoint looked at teacher entrepreneurs in a more traditional sense by linking their work strictly to a form of business development. For example, rural Chinese teachers were studied who had started a business such as a Bed and Breakfast, to increase their income (Wu, 2018), or science teachers in Trinidad and Tobago whose attitude orientations and intentions on starting a new venture were assessed (Esnard, 2012). We believe this definition of entrepreneurship is closely knitted to the definition of commercial entrepreneurship which is not an area we wish to cover as scholars in the field of education.…”

Section: Theoretical and Conceptual Backgroundmentioning

confidence: 99%

A Systematic Literature Review of Teacher Entrepreneurship

Keyhani

Kim

2020

Entrepreneurship Education and Pedagogy

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Teacher entrepreneurship has received increasing attention over the past 15 years. However, the concept remains underdeveloped and understudied. To fill this gap in the literature, we aim to conceptualize teacher entrepreneurship through a systematic literature review of current scholarly work on the topic. Results of our study provide competencies and traits which are commonly attributed to teacher entrepreneurs, along with actions which they carry out. Teacher entrepreneurs are socially motivated individuals who are innovative, collaborative, proactive, opportunity-minded, present in their work, knowledgeable, dedicated, resourceful, risk tolerant, visionary, and self-improvement oriented. Actions related to these competencies along with more detailed examples from the literature are provided. This systematic conceptualization of teacher entrepreneurship could potentially create a scholarly basis for future work to build on, both in the education and entrepreneurship fields. Interdisciplinary work of this kind may also open doors for these two fields to learn from and contribute to each other. Results of this study can also facilitate the recognition and support of current teacher entrepreneurs and help pave the way for new entrepreneurs to flourish.

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Performing the Nation, Performing the Market: Hybrid Practices and Negotiated Meanings of Chinese Rural Teachers

Cited by 9 publications

References 26 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

An exploration of rural Chinese teachers’ wellbeing: Insights from mixture modelling of latent profile analysis

A Systematic Literature Review of Teacher Entrepreneurship

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