The Digitalization of Work and Social Justice: Reflections on the Labour Process of English Further Education Teachers

Avis, James; Reynolds, Cheryl

doi:10.1007/978-3-319-63257-5_14

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…This definition acknowledges that TEs' social settings and working conditions frame their achievement of agency when crafting their professional identities. Within macro-and meso-structures of national education policies and institutional policy implementation, those conditions and settings are currently saturated with managerial logics of neoliberal agency, austerity, digitalization, labor precariousness, and collegiality imposed "from above" (Avis & Reynolds, 2018;Samuelsson, 2018). This situation is troublesome when TEs are committed to raising students' critical awareness of the systemic barriers to learning for all, and prepare them to teach for social justice, defined as the just distribution of rights, opportunities and resources for everyone in society (Ketschau, 2015).…”

Section: Defining Key Conceptsmentioning

confidence: 99%

Vol 10 No 2 (2020)

Smeby¹

2020

P&P

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Reflecting on Bourdieu's theory of symbolic power, the aim of our study was to determine the degree to which prestige ranking follows a logic of social recognition that transcends health professional group boundaries. Based on a previous cross-sectional survey, in which 605 health professionals ranked 19 diseases and 17 specialties, this paper draws on data from 25 in-depth interviews with nurses, doctors and nursing/medical students with the objective to understand to what degree each of the four groups dissociates themselves from the prestige ranking demonstrated in the survey. We found that all four groups have similar perceptions of prestige. However, while doctors and nurses defend the hierarchy of specialisations in medicine, medical students and nursing students to a greater degree challenge the status quo. This has no real impact, as their dissenting opinions are articulated from positions defined by their rank in the distribution of capital. Therefore, these positions cannot significantly threaten the stability of the healthcare field.

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Section: Defining Key Conceptsmentioning

confidence: 99%

Vol 10 No 2 (2020)

Smeby¹

2020

P&P

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“…Although digitalization benefits the development of human resources (HRs) by allowing more people to access online educational resources at minimal cost, the global job market has not grown at a similar speed to provide more job opportunities (Avis & Reynolds, 2018). These workforce and economy composition changes have led to perceived overqualification —an employee's subjective perception of having capabilities (i.e., education, knowledge, experiences, and/or skills) that exceed the job requirements (C. H. Wu et al, 2022)—which has become prevalent among employees and developed as a salient human resource management (HRM) dilemma worldwide.…”

Section: Introductionmentioning

confidence: 99%

Too smart to work hard? Investigating why overqualified employees engage in time theft behaviors

Zhao

2023

Human Resource Management

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Integrating the theory of workplace deviance with person–environment fit theory, we propose a two‐pathway model to explain why and how employees who feel overqualified engage in time theft behavior. Specifically, we anticipate that feeling overqualified will negatively influence focal employees' experienced authority fairness and erode their work meaningfulness, which in turn will lead to increased time theft behavior. Further, we argue that voice endorsement serves as a key boundary condition mitigating the negative effects of perceived overqualification. We conducted two multi‐waved and multi‐sourced field studies to test our proposed hypotheses. Study 1 (247 employees and 47 supervisors) revealed that perceived overqualification is associated with time theft behavior through the mediators of experienced authority fairness and meaningfulness. Study 2 (405 employees and 73 supervisors) replicated the findings of Study 1 and tested our full model. We discuss the theoretical and practical implications of our findings.

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Is It Us or Them? Teacher Education as Act of Resistance to a Neo-liberal Age

Scott

Wilde

Bennett

2022

SpringerBriefs in Education

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This empirical study examines the role of teacher educators' in developing the profession and professionalization of Initial Teacher Educators entering Post-Compulsory Education (PCE also referred to as FE for Further Education). Its writers -all post-compulsory teacher educators -explore the changes in the sector to confront a central ontological question of their work: is initial teacher education (ITE) out of step with the direction of a neoliberal education system? We draw from the narratives of teacher students to explore the tensions between the values located in their initial education experiences and the realities of the sector to reflect on our purpose as a teacher education team.The chapter traces changes in recent PCE history to show how a tilt towards marketization has transformed the sector and challenged the paradigm, values and perspectives of Initial Teacher Education professionals in HE. Arguments that 'neoliberalism, because of its nihilism, is an unworkable logic for teacher education' (Tuck 2013, 324) highlight the diminishing esteem of the teacher's role, from educator to 'classroom manager' and 'instructional designer'. Unrealistic measures and compliance agendas de-professionalizes teachers by inhibiting teacher thinking and acting (Priestley et al, 2017). Against this instrumentalist shift, we hold that teaching and education are philosophically, politically and artistically situated actions, requiring socially and politically informed teachers who reject performativity and the continual need to justify education. What PCE calls for is educators who will know when and how to initiate change within the human condition of teaching in FE. Teacher's reflexive world views can equip them in deciding their terms of being, their virtue and their coming into presence (Arendt 1958).We argue that PCE Teacher Educators must create and safeguard an intellectual space where teachers can contest the 'dangerous distortion of perceived reality and challenge the external powers that deprive of thinking and acting space' (Allen, 2002). The study highlights that it is through the irrationality of neoliberalism that teachers locate space to appear as moral thinking and acting subjects. A purpose of Initial Teacher Education is to support teachers to have the courage to tell the truth within risky situations and in dark times (Tamboukou 2012). In PCE, social and human interaction persists among policies and practices that involve a constant, complex and dynamic mix of power, challenge, confusion and choice. Where "policy as practice is 'created' in a trialectic of dominance, resistance and chaos/freedom" (Ball, 1994, 11), we assert that Initial Teacher Education must remain a focal point for the profession and an imperative pause and critical space for viewing the terrain that newly qualified teachers enter. Initial Teacher Education has to support BTs to navigate the shifting landscapes of FE environments to find their place, to safeguard reflexive judgements so that they can come into presence through word a...

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The Digitalization of Work and Social Justice: Reflections on the Labour Process of English Further Education Teachers

Cited by 5 publications

References 25 publications

Vol 10 No 2 (2020)

Vol 10 No 2 (2020)

Too smart to work hard? Investigating why overqualified employees engage in time theft behaviors

Is It Us or Them? Teacher Education as Act of Resistance to a Neo-liberal Age

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