The Neo-Performative Teacher: School Reform, Entrepreneurialism and the Pursuit of Educational Equity

Wilkins, Chris; Gobby, Brad; Keddie, Amanda

doi:10.1080/00071005.2020.1739621

Cited by 36 publications

(19 citation statements)

References 41 publications

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“…In Australia, as in many OECD countries, marketisation and school-based management reforms have led to devolved responsibility for budgeting, employment and curriculum to principals and local schools, whilst centralising control over funding and outcomes through external standardised testing (Skerrit, 2019;Trumberg and Urban, 2020;Wilkins et al, 2021). Market-driven reforms in the name of 'parental choice' in the 1990s led to the increase of students attending non-government schools to almost 35% (Marginson, 2006).…”

Section: Discussion: Itts Equity Of Access and Educational Changementioning

confidence: 99%

Creating pathways for internationally educated teachers into the teaching profession: Practices, policies and problems in the Australian context

Cruickshank

2021

European Educational Research Journal

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The diversity of teachers is half that of the student population in Australia. Despite government policies to support internationally trained teachers (ITTs), there remain major structural and institutional barriers working against access to the profession: an information gap, the lack of professional advice, the absence of programmes to help teachers gain accreditation and the lack of mentoring or support programmes. This paper focuses on ITTs undertaking volunteer teaching in community languages schools; these are community-run organisations where over 100,000 children across Australia learn their home language. These sites were selected as they represent a key pathway into further study and employment for ITTs. Findings are drawn from online survey ( n=954) and interviews ( n=62) exploring professional strengths, needs and experiences. The key finding is the exclusion and ‘problematisation’ of ITTs, rather than recognition of the social, educational and economic benefits represented by this group. The article explores recent government-funded provision of pathways to teacher accreditation and the extent to which these address the barriers identified. There is a discussion of how such a model may be embedded in mainstream teacher education pathways.

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Section: Discussion: Itts Equity Of Access and Educational Changementioning

confidence: 99%

Creating pathways for internationally educated teachers into the teaching profession: Practices, policies and problems in the Australian context

Cruickshank

2021

European Educational Research Journal

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“…Importantly, the authors mention that these reforms could affect teachers' working time and salaries-aspects of internal flexibilisation that we address here. More broadly, Wilkins, Gobby, and Keddie (2020) note that such reforms could have important effects on teachers' professionalism, and therefore on teachers' work. These arguments suggest that our analysis may have broader, international relevance, and should be similarly undertaken in other educational systems.…”

Section: Discussionmentioning

confidence: 99%

Whither employment protections? Deregulation and the flexibilisation of the teaching workforce in the state-funded sector

Mathou¹,

Sarazin²,

Dumay³

2020

Journal of Education Policy

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is a post-doctoral research fellow at UC Louvain. Her work focuses on contemporary curricular reforms, the role of mid-level actors in mediating policies between the central and the local level, and more recently, the transformation of teachers' careers. Marc A. C. Sarazin is a post-doctoral research fellow at UC Louvain. His work focuses on social transformation through education, and on applications of social network analysis and mixed methods approaches. Xavier Dumay is professor of education policies at the UC Louvain. His work focuses on the globalisation of education, the regulation of educational systems, labour markets for teachers and changing forms of education.

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“…As already briefly noted above, there is extensive literature on how ongoing governance transformations have impacted the teaching profession. Large parts of that literature have framed and discussed such impacts in problematic terms; that is, as downgrading and deteriorating teachers' professionality over time (e.g., Acton & Glasgow, 2015;Sleeter, 2008;Wilkins, Gobby & Keddie, 2021). A very influential argument in this debate is that teachers' professionality has been heavily impacted by a growing performativity culture that comes along with increased productivity, output, and quality expectations, but also with rising control as well as job insecurity (Ball, 2003).…”

Section: Characteristic Features Of Digital (Education) Platformsmentioning

confidence: 99%

Untitled

2023

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Tertium Comparationis wants to make a contribution to the fields of comparative education, international educational relations and intercultural education. The journal wants to look at the world wide process of internalization, cultural exchange and mutual influence in education from the viewpoint of experiences and challenges in Germany and Europe. All submitted contributions will be subjected to a double-blind peer review process.

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The Neo-Performative Teacher: School Reform, Entrepreneurialism and the Pursuit of Educational Equity

Cited by 36 publications

References 41 publications

Creating pathways for internationally educated teachers into the teaching profession: Practices, policies and problems in the Australian context

Creating pathways for internationally educated teachers into the teaching profession: Practices, policies and problems in the Australian context

Whither employment protections? Deregulation and the flexibilisation of the teaching workforce in the state-funded sector

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