Quality: an ongoing conversation over time

Dennis, Carol Azumah

doi:10.1080/13636820.2012.727854

Cited by 7 publications

(4 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Surrounding teachers in post-16 education are a series of axial tensions between professional aspiration and policy embodiment (Dennis 2012). Teachers' professional identities emerge from how they negotiate policy requirements and professional commitments.…”

Section: Mapping Spaces Of Dissentmentioning

confidence: 99%

Locating post-16 professionalism: public spaces as dissenting spaces

Dennis

2015

Research in Post-Compulsory Education

Self Cite

View full text Add to dashboard Cite

Section: Mapping Spaces Of Dissentmentioning

confidence: 99%

Locating post-16 professionalism: public spaces as dissenting spaces

Dennis

2015

Research in Post-Compulsory Education

Self Cite

View full text Add to dashboard Cite

“…It has a high national profile and is largely responsible for the UKs high-stakes quality culture (Secret Teacher, 2012). Public scrutiny based on quantitatively derived notions of quality induces a climate of fear in the UK provoking disparate professional reactions: strategic compliance, cynicism, hijacking, commitment or passive resistance , Dennis, 2012. While conceptions of quality are subject to on-going contestation (Dennis, 2011), OfSTED's judgements about an organization can make or break professional careers, can result in the closure of a college or department, can have a devastating impact on personal, professional or organisational reputations through naming and shaming.…”

Section: Relational and Networked Positioningmentioning

confidence: 99%

Positioning further education and community colleges: Text, teachers and students as global discourse

Dennis

2014

Studies in the Education of Adults

Self Cite

View full text Add to dashboard Cite

This paper explores ideas about quality in further education and community colleges as articulated by two policy texts. Published in 2012 'How Colleges improve' examines the factors that have contributed towards sustained high performance or improvement in Further Education (FE) colleges in the UK. 'The Heart of Student Success: teaching, learning and college completion' published in 2010, focuses on similar set of concerns for Community College (CC) students in the US. Both documents are analysed as enactments within an extended policy process through which the use of language separates the pedagogic encounter into two distinct activities, teaching and learning, strips it of its grounding in social, political and material relations and through the demands of quality ensures that a disaggregated pedagogy loses its emancipatory potential. I make use of a qualitative comparative methodology to explore how this is accomplished through three textual positionings: the positioning assumed by the documents themselves; the positioning ascribed to teachers and the positioning that defines students.

show abstract

“…Previous studies show that VET teachers may have different ideas about quality than those demanded by policy (e.g., Schmidt 2017;Dennis 2012;Avis 2009). Their quality aspirations are not primarily oriented towards a managerial notion of quality, which is mainly related to the organisational school level, but are based on their pedagogical values and focus on the needs of learners.…”

Section: Introductionmentioning

confidence: 99%

Teacher subjectivation in the quality dispositive: the example of VET in Austria

Hautz

Thoma

2021

British Journal of Sociology of Education

View full text Add to dashboard Cite

Current reforms in vocational education and training (VET) are characterised by a constant striving for quality assurance and improvement. To this end, a powerful reform network has emerged that shapes the subjectivation processes of teachers. Drawing on Foucault (1980), we term this complex formation a 'dispositive' . The paper introduces dispositive analytics as an innovative approach for educational research. Taking Austria as an example of a 'broader understanding' of VET (Avis 2014) we address the question of how VET teachers' subjectivity is shaped by the quality dispositive. The study investigates subject positions that refer to the ways teachers should be and act. Furthermore, qualitative interviews with VET teachers were conducted to examine which dispositional quality logics they tend to internalise and which forms and strategies they express to subvert the quality dispositive. The analysis reveals that the current reform network creates tensions in the subjectivation processes leading to experiences of de-professionalisation.

show abstract

Quality: an ongoing conversation over time

Cited by 7 publications

References 22 publications

Locating post-16 professionalism: public spaces as dissenting spaces

Locating post-16 professionalism: public spaces as dissenting spaces

Positioning further education and community colleges: Text, teachers and students as global discourse

Teacher subjectivation in the quality dispositive: the example of VET in Austria

Contact Info

Product

Resources

About