The teacher 'problem
An analysis of the NSW education policyGreat Teaching,Inspired Learning
Bibliographic Data
| ID | 2917550 |
|---|---|
| Authors | Meghan Stacey (0000-0003-2192-9030, The University of Sydney, corresponding author) |
| Year | 2017 |
| Volume | 38 |
| Issue | 5 |
| Pages | 782-793 |
| Publication date | 2017-09-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2016.1168778 |
| OpenAlex | W2332790149 |
| Language | EN |
| Citations received | 14 |
| References cited | 30 |
This paper seeks to understand the construction of teachers within one New South Wales education policy, querying this construction in relation to both local and international processes and factors. As such, it also looks to contribute to a growing body of international literature which grapples with the role and nature of neoliberal policy development in education more broadly. To accomplish this, the paper analyses Great Teaching, Inspired Learning (GTIL), a policy with wide-ranging and potentially significant ramifications for teachers. Ultimately it is argued that although aspects of neoliberal thinking are evident in the policy, particularities of context have mediated this push. It is suggested that this has led to a particular neoliberalisation of policy that variously targets and supports individual teachers and the systems and structures surrounding them, while the place of GT IL within both local state politics and the global imaginary is questioned
Education policy · Geography · Higher education · Pedagogy · Policy analysis · Policy learning · Political economy · Political science · Politics · Sociology · State policy · The Imaginary · Computer Science · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Psychology · Public Administration · Teacher Education and Leadership Studies
Rhetoric vs reality
Teachers and educational policy
Making work private
Using institutional ethnography and students’ voices to explore capacity to learn
Questions of ‘teacher quality’
Triage in teaching
The quest for continuous improvement in light of power disciplinary, sovereign and pastoral power in a state-initiated school improvement programme
Struggles over teacher education knowledge in Australia
Authentic advice for authentic problems? Legal information in Australian classroom drug education
Commercial triage in public schooling
Accounting for teachers
Declined quality? A poststructural policy analysis of the ‘quality problem’ in Taiwanese higher education
Recruiting the 'quality teacher
The teacher 'problem
Constructions of Neoliberal Reason
Networks, new governance and education
Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using Pisa 2003
The education debate
Australia’s developmental trajectory
An argument with neoliberalism
Neoliberalism in denial
Policy borrowing, policy learning
Good teachers on dangerous ground
When worlds collide
Troubling the discourse of teacher centrality
Catalyst data’
A logic of enumeration
Implications of the My School Website for Disadvantaged Communities
Reporting the ‘education revolution
From Carr to Keneally
The neoliberal cascade and education
The teacher's soul and the terrors of performativity
The teacher 'problem
Where in the world does neoliberalism come from
| Unique citing works | 14 |
|---|---|
| Citations per year | 1,56 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |