Discourse, Resistance and Identity Formation

Overview

This fifth volume in the Discourse, Power, Resistance series considers how teachers and learners are under relentless pressure to conform their professional identity to a model imposed by policymakers. The book deals with the fundamental question facing teachers and learners worldwide: who are we, what are we supposed to be doing, why. Policymakers offer stultifying answers to these questions, based on a narrow, instrumental view of education that is viewed by teachers and ...
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Overview

This fifth volume in the Discourse, Power, Resistance series considers how teachers and learners are under relentless pressure to conform their professional identity to a model imposed by policymakers. The book deals with the fundamental question facing teachers and learners worldwide: who are we, what are we supposed to be doing, why. Policymakers offer stultifying answers to these questions, based on a narrow, instrumental view of education that is viewed by teachers and learners with growing anger and dismay.

What is to be done? The official view – and the discourse through which that view is articulated – is shown in this book to be weighty and vacuous at the same time – a massively ponderous discursive absurdity. Consequently, this book goes on to offer wide ranging and serious strategies of resistance

The book encourages faculty and students in universities and partner institutions involved in teaching, training, and/or carrying out research in all areas of education. It will appeal to staff and students involved in training for compulsory and post-compulsory/vocational education and lifelong learning, and to lecturers in all areas of Higher Education with an interest in issues of policy and identity formation.

The contributors are David Selby, Cheryl Hunt, Christina Schwabenland, Eileen Honan, Mhairi Mackie, James Avis, Anne-Marie Bathmaker, Yota Dimitriadi, and Michael Watts.

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Product Details

Meet the Author

Jerome Satterthwaite teaches in the Faculty of Education at the University of Plymouth. He is the organizer of the annual Plymouth conferences on Discourse, Power, Resistance.

Wendy Martin is a Senior Lecturer in the Faculty of Education at the University of Plymouth.

Lorna Roberts is Research Associate in the Education and Social Research Institute, Manchester Metropolitan University.

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Table of Contents

1 Entertaining doubts : on frivolity as resistance 5
2 The firm and shaky ground of education for sustainable development 21
3 Reviving the conspiracy : engaging with spirituality as a form of resistance 43
4 Stories, mythmaking and the consolation of success 59
5 Teachers as bricoleurs resisting mandated curriculum 79
6 Identity, gender and curriculum in architectural studies in the University of Plymouth, UK 97
7 Deeply frustrating? highly sustaining? : professional identity formation in English further education (1) 111
8 Alternative futures : professional identity formation in English further education (2) 127
9 Resistance from within : children with dyslexia gazing at their disability 145
10 What is wrong with widening participation in higher education? 169
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