Teacher Identity and the Marketizised Society. Discursive Constructions in Teachers’ Discussion Groups

dc.creator	Sara Irisdotter Aldenmyr
dc.date	2010-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:53:48Z
dc.date.available	2015-07-20T22:53:48Z
dc.identifier	1611-9665
dc.identifier	1618-5293
dc.identifier	https://doaj.org/article/a4745d1969c040eb860560cd3bac989f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23813
dc.description	In the latest decennium, there have been several and gradual changes in the Swedish and other European school systems. The steering system has become more decentralized and the entire school system is now a part of the freedom of trade. Schools are competing with each other and this has, according to previous research, an effect on how teachers think about, and carry out their everyday activities (Gerwitz et al. 1995; Irisdotter 2006). How teachers think about themselves, their students and the educational task is of great importance for the social climate of the classroom and, in the longer run, society in general. The current study dicusses how teachers‘ identities and self-understandings are influenced by the marketization of society. The material analysed consists of group discussions in three different teacher groups in compulsory school in Sweden. Questions raised are: Can teachers work within the context of marketization and yet relate to it with an attitude of self-awareness and critical reflection? And how can teachers deal with both traditional teacher values and progressive, democratic values that may be in conflict with the conditions of a marketizised school system?
dc.language	English
dc.language	German
dc.publisher	Bielefeld University
dc.relation	http://www.jsse.org/2010/2010-3/pdf/Aldenmyr-JSSE-3-2010.pdf
dc.relation	https://doaj.org/toc/1611-9665
dc.relation	https://doaj.org/toc/1618-5293
dc.source	Journal of Social Science Education, Vol 9, Iss 3, Pp 68-76 (2010)
dc.subject	Teacher identity
dc.subject	marketizised society
dc.subject	identity construction
dc.subject	teacher discourses
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.title	Teacher Identity and the Marketizised Society. Discursive Constructions in Teachers’ Discussion Groups
dc.type	article