Advertisement

Problematising Teachers’ Work in Dangerous Times

  • John Smyth
Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 22)

Abstract

Teachers’ work around the world is being hijacked, distorted and deformed almost beyond recognition—and much of it is going on largely unopposed. This chapter will do some of the stage-setting for this book by asking the question: ‘what are the “bastards” who are doing this, really up to?’ and the presentation of an alternative view around approaches to teacher education. This chapter will sketch out the major lines this grotesque deformity is taking, most noticeably: Excessive and unprecedented levels of political interference A failed attempt to harness schools to the economy The imposition of an inappropriate market model with its damaging paradigm and ideology The insertion of a consumption exchange relationship into schooling The subservience of the relational work of schools to that of management The conversion of everything to do with schools into some kind of ‘value-added’ political spectacle that has converted schools into an empty managerial husk (Seddon) There will be a particular focus on the cult of efficiency; market power; targets and outcome delivery; standards, benchmarks, performance indicators and league tables; competition and choice; and an emaciated version of skills training, vocationalism and ‘education for life’.

Keywords

School Choice Relational Space Emotional Work Teaching Force Australian High Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Armstrong, P. (1991). Contradiction and social dynamics in the capitalist agency relationship. Accounting, Organisations and Society, 16(1), 1–25.CrossRefGoogle Scholar
  2. Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–194.Google Scholar
  3. Bingham, C., & Sidorkin, M. (Eds.). (2004). No education without relation. New York: Peter Lang Publishing.Google Scholar
  4. Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for Improvement. New York: Russell Sage.Google Scholar
  5. Caldwell, B., & Hayward, R. (1998). The future of schools: Lessons from the reform of public education. London: Falmer Press.Google Scholar
  6. Caldwell, B., & Spinks, J. (1988). The self-managing school. Lewes, UK: Falmer Press.Google Scholar
  7. Caldwell, B., & Spinks, J. (1992). Leading the self-managing school. Lewes, UK: Falmer Press.Google Scholar
  8. Caldwell, B., & Spinks, J. (1998). Beyond the self-managing school. London/Philadelphia: Falmer Press.CrossRefGoogle Scholar
  9. Clarke, J., Cochrane, A., & McLaughlin, E. (Eds.). (1994). Managing social policy. London/ Thousand Oaks, CA: SAGE Publications.Google Scholar
  10. Clarke, J., Gewirtz, S., & McLaughlin, E. (Eds.). (2000). New managerialism new welfare? London/Thousand Oaks, CA: SAGE Publications.Google Scholar
  11. Connell, B. (1993). Schools and social justice. Toronto, ON: Our Schools/Our Selves Education Foundation.Google Scholar
  12. Connell, R. (1996). Prepare for interesting times: Education in a fractured world (Inaugural professorial address). Sydney, Australia: University of Sydney.Google Scholar
  13. Fry, R., & Hovelynck, J. (2010). Developing space for diversity: An appreciative stance. In C. Steyaert & B. Van Looy (Eds.), Relational practices: Participative organizing (pp. 139–154). Bradford, UK: Emerald.CrossRefGoogle Scholar
  14. Gewirtz, S. (2002). The managerial school: Post-welfarism and social justice in education. London/New York: Routledge.Google Scholar
  15. Gulson, K. (2005). Renovating educational identities: Policy, space and urban renewal. Journal of Education Policy, 20(2), 141–158.CrossRefGoogle Scholar
  16. Gulson, K. (2008). Urban accommodations: Policy, education and a politics of place. Journal of Education Policy, 23(2), 153–163.CrossRefGoogle Scholar
  17. Gulson, K., & Symes, C. (Eds.). (2007a). Spatial theories of education: Policy and geography matters. New York: Routledge.Google Scholar
  18. Gulson, K., & Symes, C. (2007b). Knowing one’s place: Space, theory, education. Critical Studies in Education, 48(1), 97–110.CrossRefGoogle Scholar
  19. Gunter, H. (2011). The state and education policy. London: Continuum.Google Scholar
  20. Habermas, J. (1989). Structural transformations of the public sphere. Cambridge, MA: MIT Press.Google Scholar
  21. Hare, J. (2011, 12 January). Coming up, body to rank rankers. The Australian (Higher Education), pp. 19 & 20.Google Scholar
  22. Hood, C. (2000). The art of the state: Culture, rhetoric and public management. London: Oxford University Press.Google Scholar
  23. Hubbard, P., Kitichin, R., & Valentine, G. (Eds.). (2008). Key texts in human geography. London: Sage.Google Scholar
  24. Knijn, T., & Selten, P. (2006). The rise of contractualisation in public services. In J. Duyvendak, T. Knijn, & M. Kremer (Eds.), Policy, people and the new professional: De-professionalisation and re-professionalisation in care and welfare. Amsterdam: Amsterdam University Press.Google Scholar
  25. Leithwood, K., Mascall, B., & Strauss, T. (Eds.). (2009). Distributed leadership according to the evidence. New York: Routledge.Google Scholar
  26. Levinson, B., Foley, D., & Holland, D. (Eds.). (1996). The cultural production of the educated person: Critical ethnographies of schooling and local practice. Albany, NY: State University of New York Press.Google Scholar
  27. Macrine, S. (2003). Imprisoning minds: The violence of neoliberal education or “I am not for sale”. In K. Saltman & D. Gabbard (Eds.), Education as enforcement: The militarization and corporatization of schools (pp. 203–211). London/New York: Routledge Falmer.Google Scholar
  28. Murdoch, J. (2006). Post-structuralist geography: A guide to relational space. London/Thousand Oaks, CA: SAGE.Google Scholar
  29. Newman, J. (2001). Modernising governance – New labour, policy and society. London: Sage.Google Scholar
  30. Newman, J., & Clarke, J. (2009). Public, politics and power: Remaking the public in public services. London: Sage.Google Scholar
  31. Noguera, P. (1995). Preventing and producing violence: A critical analysis of responses to school violence. Harvard Educational Review, 65(2), 189–213.Google Scholar
  32. Osterman, K. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.Google Scholar
  33. Picchietti, V. (2002). Relational spaces: Daughterhood, motherhood, and sisterhood in Davia Maraini's writings and films. Cranbury, NJ: Associated University Presses.Google Scholar
  34. Pollitt, C. (1996). Managerialism and the public services: Cuts or cultural changes in the 1990’s? (2nd ed.). Oxford, UK: Blackwell.Google Scholar
  35. Portelli, J., & Vibert, A. (2001). Beyond common standards: Toward a curriculum for life. In J. Portelli & P. Solomon (Eds.), The erosion of democracy in education: From critique to possibilities (pp. 63–82). Calgary, AB: Detselig Enterprises.Google Scholar
  36. Power, M. (1996, October 18). I audit, therefore I am. Times Higher Education Supplement, p. 18.Google Scholar
  37. Saul, J. (2010, June 8). Freedom and globalisation. Paper presented at the Melbourne Writers’ Festival, RMIT Capitol Theatre, Melbourne.Google Scholar
  38. Sen, A. (1992). Inequality re-examined. Cambridge, MA: Harvard University Press.Google Scholar
  39. Sen, A. (1999). Development as freedom. Oxford, UK: Oxford University Press.Google Scholar
  40. Sen, A. (2002). Rationality and freedom. Cambridge, MA: Harvard University Press.Google Scholar
  41. Smith, D. (2006). Not rocket science: On the limits of conservative pedagogy. In K. Cooper & R. White (Eds.), The practical critical educator: Critical inquiry and educational practice (pp. 121–131). Dordrecht, The Netherlands: Springer.Google Scholar
  42. Smyth, J. (Ed.). (1993). A socially critical view of the self-managing school. London: Falmer Press.Google Scholar
  43. Smyth, J. (2005). Policy research and “damaged teachers”: Toward an epistemologically respectful paradigm. In F. Bodone (Ed.), What difference does research make and for whom? (pp. 141–159). New York: Peter Lang Publishing.Google Scholar
  44. Smyth, J. (2007). Teacher development against the policy reform grain: an argument for recapturing relationships in teaching and learning. Teacher Development: an International Journal of Teachers' Professional Development, 11(2), 221–236.Google Scholar
  45. Smyth, J. (2008). Australia's great disengagement with public education and social justice in educational leadership. Journal of Educational Administration and History, 40(3), 221–233.CrossRefGoogle Scholar
  46. Smyth, J. (2010). The politics of derision, distrust and deficit—The damaging consequences for youth and communities put at a disadvantage. In E. Samier & M. Schmidt (Eds.), Trust and betrayal in educational administration and leadership (pp. 169–183). London/New York: Routledge.Google Scholar
  47. Smyth, J. (2011). The disaster that has been the ‘self-managing school’—Its genesis, trajectory, undisclosed agenda, and effects. Journal of Educational Administration and History, 43(2), 95–117.CrossRefGoogle Scholar
  48. Smyth, J., Angus, L., Down, B., & McInerney, P. (2008). Critically engaged learning: Connecting to young lives. New York: Peter Lang Publishing.Google Scholar
  49. Smyth, J., Angus, L., Down, B., & McInerney, P. (2009). Activist and socially critical school and community renewal: Social justice in exploitative times. Rotterdam, The Netherlands: Sense Publishers.Google Scholar
  50. Smyth, J., Down, B., & McInerney, P. (2010). ‘Hanging in with kids’ in tough times: Engagement in contexts of educational disadvantage in the relational school. New York: Peter Lang Publishing.Google Scholar
  51. Smyth, J., & Fasoli, L. (2007). Climbing over the rocks in the road to student engagement and learning in a challenging high school in Australia. Educational Research, 49(3), 273–295.CrossRefGoogle Scholar
  52. Soja, E. (2000). Postmetropolis: Critical studies of cities and regions. Cambridge, MA: Blackwell.Google Scholar
  53. Spring, J. (2007). A new paradigm for global school systems: Education for a long and happy life. Mahwah, NJ: Lawrence Erlbaum & Associates.Google Scholar
  54. Steyaert, C., & Van Looy, B. (2010). Relational practices: Participative organizing. Bradford, UK: Emerald Publishing.Google Scholar
  55. Thrift, N. (1999). Steps to an ecology of place. In D. Massey, J. Allen, & P. Sarre (Eds.), Human geography today. Cambridge, UK: Polity Press.Google Scholar
  56. Thrift, N. (2006). Re-inventing invention: New tendencies in capitalist commodification. Economy and Society, 35(2), 279–306.CrossRefGoogle Scholar
  57. Thrift, N. (2008). Non-representational theory: Space/politics/affect. London: Routledge.Google Scholar
  58. Warren, M. (2005). Communities and schools: A new view of urban school reform. Harvard Educational Review, 75(2), 133–173.Google Scholar
  59. Watkins, S. (2011, January 7). Teachers adrift in a failed system. The Age, p. 9.Google Scholar
  60. Wolin, S. (2000). Political theory: From vocation to invocation. In J. Frank & J. Tamborino (Eds.), Vocations of political theory (pp. 3–22). Minneapolis, MN: University of Minnesota Press.Google Scholar

Copyright information

© Springer Netherlands 2012

Authors and Affiliations

  1. 1.School of EducationUniversity of BallaratMt HelenAustralia

Personalised recommendations