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Article: Compliance, resistance and pragmatism: The (re)construction of schoolteacher identities in a period of intensive educational reform

TitleCompliance, resistance and pragmatism: The (re)construction of schoolteacher identities in a period of intensive educational reform
Authors
Issue Date2002
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01411926.asp
Citation
British Educational Research Journal, 2002, v. 28 n. 4, p. 551-565 How to Cite?
AbstractDrawing on empirical research, this article explores the ways in which schoolteachers 'reposition' themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: 'principled pragmatism', through which teachers who feel generally positive towards recent reforms feel able to strengthen and affirm their pedagogic identities by drawing eclectically on a range of educational practices and traditions; and 'contingent pragmatism', adopted by teachers in oppositional orientations to reform, whereby enforced reactions to policy change take on something of the function of a survival strategy. The article suggests that a consequence-and possible cause-of the adoption of self-consciously pragmatic teacher identities is the effective depoliticisation of teachers through an internalisation of current dominant discourses of compromise.
Persistent Identifierhttp://hdl.handle.net/10722/179723
ISSN
2015 Impact Factor: 1.124
2015 SCImago Journal Rankings: 0.938
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMoore, Aen_US
dc.contributor.authorEdwards, Gen_US
dc.contributor.authorHalpin, Den_US
dc.contributor.authorGeorge, Ren_US
dc.date.accessioned2012-12-19T10:03:42Z-
dc.date.available2012-12-19T10:03:42Z-
dc.date.issued2002en_US
dc.identifier.citationBritish Educational Research Journal, 2002, v. 28 n. 4, p. 551-565en_US
dc.identifier.issn0141-1926en_US
dc.identifier.urihttp://hdl.handle.net/10722/179723-
dc.description.abstractDrawing on empirical research, this article explores the ways in which schoolteachers 'reposition' themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: 'principled pragmatism', through which teachers who feel generally positive towards recent reforms feel able to strengthen and affirm their pedagogic identities by drawing eclectically on a range of educational practices and traditions; and 'contingent pragmatism', adopted by teachers in oppositional orientations to reform, whereby enforced reactions to policy change take on something of the function of a survival strategy. The article suggests that a consequence-and possible cause-of the adoption of self-consciously pragmatic teacher identities is the effective depoliticisation of teachers through an internalisation of current dominant discourses of compromise.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01411926.aspen_US
dc.relation.ispartofBritish Educational Research Journalen_US
dc.titleCompliance, resistance and pragmatism: The (re)construction of schoolteacher identities in a period of intensive educational reformen_US
dc.typeArticleen_US
dc.identifier.emailEdwards, G: gedwards@hkucc.hku.hken_US
dc.identifier.authorityEdwards, G=rp01329en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/0141192022000005823en_US
dc.identifier.scopuseid_2-s2.0-0036025472en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0036025472&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume28en_US
dc.identifier.issue4en_US
dc.identifier.spage551en_US
dc.identifier.epage565en_US
dc.identifier.isiWOS:000177615800005-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridMoore, A=7402762956en_US
dc.identifier.scopusauthoridEdwards, G=7402317799en_US
dc.identifier.scopusauthoridHalpin, D=36084262600en_US
dc.identifier.scopusauthoridGeorge, R=7402637383en_US

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