Teachers’ Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk?

Teaching as affective labour in a datafied world: a scoping review of the relationship between performance-based accountability and teachers’ emotions

“…Cultural and societal values have been also found to play an important role in influencing teachers' emotional experiences of accountability reforms (Chandran, 2021;Huang & Vong, 2015;Mooney et al, 2020;Steinberg, 2013;Zhang & Tsang, 2021). A review of Ireland's official policy documents highlights, for instance, how a traditionally Catholic culture-which emphasizes morality and consensus to norms and standards-shapes teachers' subjectivities in the direction of technocracy, thereby reducing their creativity, pleasure and autonomous judgement (Mooney et al, 2020).…”

“…Cultural and societal values have been also found to play an important role in influencing teachers' emotional experiences of accountability reforms (Chandran, 2021;Huang & Vong, 2015;Mooney et al, 2020;Steinberg, 2013;Zhang & Tsang, 2021). A review of Ireland's official policy documents highlights, for instance, how a traditionally Catholic culture-which emphasizes morality and consensus to norms and standards-shapes teachers' subjectivities in the direction of technocracy, thereby reducing their creativity, pleasure and autonomous judgement (Mooney et al, 2020). Other examples are located in the Chinese context, where the traditional Confucian philosophy-associated with moral knowledge, harmony and appropriate behaviours-seems to influence the way teachers manage their emotions under PBA by generating spaces of empowerment (Huang & Vong, 2015) or leading to more rational knowledge and comprehensive understandings (Zhang & Tsang, 2021).…”

Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility

“…Studies of best evidence syntheses reframed TPL for a universal pedagogy centred on self-regulated learning and research-based practices, with little or no attention paid to teachers intellectualising their practices, grappling with theory, praxis, contradictions and needing open spaces for dissonance and problem-posing, agency and change (Mooney Simmie & Moles, 2020;Mooney Simmie et al, 2019). TPL was instead situated within a view of human capital, concerned with releasing social and cultural capital (e.g.…”

“…This argument lies at the heart of this study: teacher professional learning and development for emancipation in a world of uncertainty rather than induction into a known (predetermined) world (Ball, 1995); teachers working in the living contradictions of a complex untidy real world practice, facilitating appropriate risk in particular contexts, drawing from a rich variety of knowledge(s) (e.g. empirical, disciplinary, theoretical, professional) while lost in "betwixt and between" (p. 5) with its possibility for reclaiming, refusing, revisioning and transforming (Mooney Simmie & Moles, 2020;Mooney Simmie et al, 2019;Weiler, 2001).…”

Curriculum and the generation of Utopia: Interrogating the current state of critical curriculum theoryJoão M.ParaskevaNew York: Routledge, 2020. 338 pp.

“…Paraskeva shows how this field of counter hegemony has for the most part failed to interrupt the neoconservative mainstream hegemonic field. A hegemony rapidly reducing the field of education and curriculum studies, teaching and teachers' identities and work practices to a theory of evaluation, a predetermined project of management and data analytics in the learning sciences (Mooney Simmie & Edling, 2019; Mooney Simmie & Moles, 2020).…”