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Fault Line: Educational Discourse an...

Lee, Gloria.

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Fault Line: Educational Discourse and Teachers' Work.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Fault Line: Educational Discourse and Teachers' Work./
作者:	Lee, Gloria.
面頁冊數:	320 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0148.
Contained By:	Dissertation Abstracts International72-01A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR68328
ISBN:	9780494683286

Fault Line: Educational Discourse and Teachers' Work.
Lee, Gloria.

Fault Line: Educational Discourse and Teachers' Work. - 320 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0148.

Thesis (Ph.D.)--York University (Canada), 2010.

This dissertation probes the fault line between institutional discourses and the lived classroom realities of teachers' work. Using Institutional Ethnography, a method of inquiry pioneered by Dorothy Smith (1987 1999), I examined through the fault line how teachers' work was ensnared in, and circumscribed by the assumptions and contradictions embedded in institutional discourses and practices, and exposed the disjunctures therein. I examined, described and analyzed the taken-for-granted, often invisible complex of social relations that "organize, coordinate, regulate, guide and control contemporary society" (D. Smith 1987, p.152).

ISBN: 9780494683286Subjects--Topical Terms:

599244
Education, History of.

Fault Line: Educational Discourse and Teachers' Work.
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520 $a This dissertation probes the fault line between institutional discourses and the lived classroom realities of teachers' work. Using Institutional Ethnography, a method of inquiry pioneered by Dorothy Smith (1987 1999), I examined through the fault line how teachers' work was ensnared in, and circumscribed by the assumptions and contradictions embedded in institutional discourses and practices, and exposed the disjunctures therein. I examined, described and analyzed the taken-for-granted, often invisible complex of social relations that "organize, coordinate, regulate, guide and control contemporary society" (D. Smith 1987, p.152).
520 $a Data from interviews of a Student Achievement Officer, teachers (19) and administrators (3) in three schools in a large metropolitan area in southern Ontario reveal the technologies of control and the curriculum reforms in the flesh. The practitioners' voices inform us not only of their ambivalences, frustrations, anxieties and despair but also of the myriad ways institutional procedures, routines and priorities impact their work and classrooms, and of their own ways of coping with the new demands and realities.
520 $a This dissertation places the change in educational discourse in its social, economic and political contexts. It will be shown that it was the social-economic maelstrom that had Ontario in its grip that provided the milieu for the radical changes spawned by the three macro forces of neo-liberalism, globalization and managerialism. The changes affected not only the educational discourses, but also directly teachers' professional confidence and professionalism which in turn impact on the classroom experiences for students. I examined how the discourse of blame that managed to convert an economic problem into an educational one prepared the ground for a frontal assault on teachers and schools in the subsequent discourse of derision. These discourses combined to provide the background for the current focus on standardization, assessment and accountability.
520 $a Conclusion and implications: The educational discourse of assessment, accountability and continuous Improvement is not value-neutral nor is it the engineering solution it is dressed up to be. It has changed the nature of teachers' work and transformed their status to that of a managed professional whose work is subject to surveillance, control, continual display and audit.
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