The subordination of teacher identity: Ethical risks and potential lines of flight

Matthew Clarke

doi:10.1080/13540602.2022.2144823

The subordination of teacher identity: Ethical risks and potential lines of flight

Matthew Clarke^* (Corresponding Author)

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

As we tentatively emerge from the imposed isolation of the Covid-19 pandemic and as – despite initial optimism about rethinking schooling in light of the lessons of the pandemic – the status quo reasserts itself, it seems timely to consider the current state of teacher professionalism. This task seems critical, given the wider backdrop of the neoliberal policy pandemic (Levin, 1998; Vidovich, 2009) that has driven the commodification and instrumentalization of education over the last forty years (Porfilio & Malott, 2008) and contributed to the eclipsing of discourses of occupational professionalism, a profession-led discourse comprising collegiate forms of authority, by organisational professionalism, a management-led discourse involving more hierarchical forms of authority (Evetts, 2009; Moore & Clarke, 2016).

Original language	English
Pages (from-to)	241-258
Number of pages	18
Journal	Teachers and Teaching. Theory and Practice
Volume	29
Issue number	3
Early online date	11 Nov 2022
DOIs	https://doi.org/10.1080/13540602.2022.2144823
Publication status	Published - 1 Apr 2023

Access to Document

10.1080/13540602.2022.2144823Licence: CC BY-NC-ND

Clarke_TTTP_Subordination_of_teacher_AAMAccepted author manuscript, 243 KBLicence: CC BY-NC
Clarke_TT_The_Subordination_Of_VoR
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Final published version, 705 KBLicence: CC BY-NC-ND

Cite this

@article{7c2dbfe3c9b0431f8e0bc51b3798e867,

title = "The subordination of teacher identity: Ethical risks and potential lines of flight",

abstract = "As we tentatively emerge from the imposed isolation of the Covid-19 pandemic and as – despite initial optimism about rethinking schooling in light of the lessons of the pandemic – the status quo reasserts itself, it seems timely to consider the current state of teacher professionalism. This task seems critical, given the wider backdrop of the neoliberal policy pandemic (Levin, 1998; Vidovich, 2009) that has driven the commodification and instrumentalization of education over the last forty years (Porfilio & Malott, 2008) and contributed to the eclipsing of discourses of occupational professionalism, a profession-led discourse comprising collegiate forms of authority, by organisational professionalism, a management-led discourse involving more hierarchical forms of authority (Evetts, 2009; Moore & Clarke, 2016). ",

author = "Matthew Clarke",

year = "2023",

month = apr,

day = "1",

doi = "10.1080/13540602.2022.2144823",

language = "English",

volume = "29",

pages = "241--258",

journal = "Teachers and Teaching. Theory and Practice",

issn = "1354-0602",

publisher = "Taylor and Francis Ltd.",

number = "3",

}

TY - JOUR

T1 - The subordination of teacher identity

T2 - Ethical risks and potential lines of flight

AU - Clarke, Matthew

PY - 2023/4/1

Y1 - 2023/4/1

N2 - As we tentatively emerge from the imposed isolation of the Covid-19 pandemic and as – despite initial optimism about rethinking schooling in light of the lessons of the pandemic – the status quo reasserts itself, it seems timely to consider the current state of teacher professionalism. This task seems critical, given the wider backdrop of the neoliberal policy pandemic (Levin, 1998; Vidovich, 2009) that has driven the commodification and instrumentalization of education over the last forty years (Porfilio & Malott, 2008) and contributed to the eclipsing of discourses of occupational professionalism, a profession-led discourse comprising collegiate forms of authority, by organisational professionalism, a management-led discourse involving more hierarchical forms of authority (Evetts, 2009; Moore & Clarke, 2016).

AB - As we tentatively emerge from the imposed isolation of the Covid-19 pandemic and as – despite initial optimism about rethinking schooling in light of the lessons of the pandemic – the status quo reasserts itself, it seems timely to consider the current state of teacher professionalism. This task seems critical, given the wider backdrop of the neoliberal policy pandemic (Levin, 1998; Vidovich, 2009) that has driven the commodification and instrumentalization of education over the last forty years (Porfilio & Malott, 2008) and contributed to the eclipsing of discourses of occupational professionalism, a profession-led discourse comprising collegiate forms of authority, by organisational professionalism, a management-led discourse involving more hierarchical forms of authority (Evetts, 2009; Moore & Clarke, 2016).

U2 - 10.1080/13540602.2022.2144823

DO - 10.1080/13540602.2022.2144823

M3 - Article

SN - 1354-0602

VL - 29

SP - 241

EP - 258

JO - Teachers and Teaching. Theory and Practice

JF - Teachers and Teaching. Theory and Practice

IS - 3

ER -

The subordination of teacher identity: Ethical risks and potential lines of flight

Abstract

Access to Document

Fingerprint

Cite this