Primary teachers, inspection and the silencing of the ethic of care / James Reid.
Material type:
TextPublisher: Emerald Publishing Limited, Description: 1 online resource (xi, 169 pages) ; cmISBN: 9781787568914 (e-book)Subject(s): Effective teaching | Primary school teaching | Classroom environment | Teacher effectiveness | Education -- Elementary | Primary & middle schoolsAdditional physical formats: No titleDDC classification: 372.11 LOC classification: LB1025.3 | .R45 2018Online resources: Click here to access online Summary: This book offers a unique and critical explication of teachers' understanding and experience of care during a period of regulatory scrutiny and 'notice to improve'. Written following research in a primary school in the north of England, it draws on the findings of an institutional ethnography to reveal the institutional mediation of the teachers' everyday work. Written from a critical interpretivist standpoint,the focus moves away from care as essentialist practice by foregrounding the teachers' talk, through 'I' poems, to explicate the political mediation of care. Care is understood, experienced and operates in a social milieu. It is not fixed and, importantly, is not understood as a practice or an emotional exchange between one person and another. In this book, Joan Tronto's (1993) argument for a 'political ethic of care' is utilised as a conceptual framework for understanding teachers' experiences. It is an alternative to approaches that individualise a teacher's caring practices as only belonging in the intimate, proximal domains of care giving and care receiving.
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| LB1025.3 .L417 2005 Learning from research on teaching | LB1025.3 .N37 2014 Narrative conceptions of knowledge | LB1025.3 .P76 2015 Promoting and sustaining a quality teacher workforce | LB1025.3 .R45 2018 Primary teachers, inspection and the silencing of the ethic of care / | LB1025.3. R96 2019 Catholic teacher preparation : | LB1026 .I56 2017 Innovations in English language arts teacher education / | LB1027 .E44 2019 Emergence of cross-innovation systems : |
Includes index.
Includes bibliographical references.
This book offers a unique and critical explication of teachers' understanding and experience of care during a period of regulatory scrutiny and 'notice to improve'. Written following research in a primary school in the north of England, it draws on the findings of an institutional ethnography to reveal the institutional mediation of the teachers' everyday work. Written from a critical interpretivist standpoint,the focus moves away from care as essentialist practice by foregrounding the teachers' talk, through 'I' poems, to explicate the political mediation of care. Care is understood, experienced and operates in a social milieu. It is not fixed and, importantly, is not understood as a practice or an emotional exchange between one person and another. In this book, Joan Tronto's (1993) argument for a 'political ethic of care' is utilised as a conceptual framework for understanding teachers' experiences. It is an alternative to approaches that individualise a teacher's caring practices as only belonging in the intimate, proximal domains of care giving and care receiving.
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