The Teacher Educator as (Re)Negotiated Professional: Critical incidents in steering between state and market in Australia

Investigating Mandatory Peer Review Of Teaching In Schools

“…The rationale for peer review of teaching may also be described as a tool of surveillance consistent with a more managerial rationale, related to more market orientated practices (Smyth et al, 2000;Apple, 2001;Coaldrake & Stedman, 1999;Danaher, Gale & Erben, 2000), performativity (Apple, 2001;Lingard, 2010), increased scrutiny and running schools as if they were businesses (Smyth et al, 2000). Data analysis revealed notions and key discourses that reside within the neo-liberal state.…”

“…Markets in education are not a new discourse according to Danaher, Gale and Erben (2000). Marginson (2000) believes that the government affected more than most others by the neo-liberal market ideology is the Australian government.…”

“…Schools have been experiencing a transformation in the way in which they operate for some time (Hargreaves, 2000;Coaldrake & Stedman, 1999;Collinson et al, 2009;Danaher, Gale and Erben, 2000;Fullan, 2007;Lingard, 2010;Marginson 2000;Ory, 1991;Smyth, Dow, Hattam, Reid & Shacklock, 2000). A shift in the paradigm of professional development of teachers in the last 20 years has seen a change from privatised practices to a model of 'professional learning communities' (Hargreaves, 2000;Rigelman & Ruben, 2012;Stoll, 2010).…”

“…It is via targets and accountability that "members can call to account its members" (p. 212). Various authors ascertain that this marketised influence puts pressure on teachers to perform (Apple, 2001;Coaldrake & Stedman, 1999;Danaher, Gale & Erben, 2000).…”

Indigenous, pre-undergraduate and international students at Central Queensland University, Australia: three cases of the dynamic tension between diversity and commonality

“…At the same time, they contend that the contemporary landscape of Australian higher education fosters an antagonistic rather than a complementary relationship between diversity and commonality, positioning them in a relationship of dynamic tension. This is because that landscape is heavily influenced by the discourses of neoliberalism, marketisation, economic rationalism and corporate managerialism (Danaher, Gale & Erben, 2000;Marginson, 1997;Marginson & Considine, 2000;Pusey, 1991;Saunders, 2002;Tourish, 2000;Wallerstein, 1999). While these discourses are complex and contain differentiated strands of thinking, in combination they conceptualise universities as 4 businesses and students as clients or consumers seeking knowledge in the form of commodified packages or products that the universities provide.…”