Teachers and public engagement: an argument for rethinking teacher professionalism to challenge deficit discourses in the public sphere

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Title Teachers and public engagement: an argument for rethinking teacher professionalism to challenge deficit discourses in the public sphere
Author Thomas, Sue Allan
Journal Name Discourse: Studies in the Cultural Politics of Education
Year Published 2011
Place of publication United Kingdom
Publisher Routledge
Abstract This paper explores the interrelationships between discourses on teachers constructed in television programs and in policies in the Australian policy context. It argues that, in the context of public debates on teacher quality, both media and education policy texts construct deficit discourses about teachers, discourses that work together to inform public, commonsense understandings on teacher quality. Critical discourse analysis was employed to trace the discursive links between the discourses on teachers constructed in a television situation comedy and the documents that inform the Australian Government Quality Teacher Programme. The paper demonstrates the interdiscursivity of media and policy discourses on teacher quality by analysing the ways that a television sitcom constructed a particular version of teachers within the Australian policy context. The analysis highlights the need for teachers to challenge these deficit discourses in order to reconstruct the teaching profession as an active voice in the public media debates on education.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1080/01596306.2011.573253
Copyright Statement Copyright 2011 Routledge. This is an electronic version of an article published in Discourse, Vol. 23(3), 2011, pp. 371-382. Discourse is available online at: http://www.informaworld.com with the open URL of your article.
Volume 23
Issue Number 3
Page from 371
Page to 382
ISSN 0159-6306
Date Accessioned 2011-09-06
Date Available 2013-05-30T00:21:50Z
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Specialist Studies in Education
URI http://hdl.handle.net/10072/41992
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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