View in EDS HTML Full Text PDF Full Text

Resistance as commitment. A reflective case study of teacher professionalism in neoliberal times.

Saved in:
Bibliographic Details
Title: Resistance as commitment. A reflective case study of teacher professionalism in neoliberal times.
Authors: Forgasz, Rachel1, Kelchtermans, Geert2, Berry, Amanda1 amanda.berry@monash.edu
Source: Teaching in Higher Education. Oct2023, Vol. 28 Issue 7, p1656-1670. 15p.
Subject Terms: *Higher education, *Education policy, *Literacy, Professionalism, Neoliberalism
Geographic Terms: Australia
Abstract: In this article, we explore the concept of teacher professionalism in the higher education context of neoliberal performativity driven educational policy. We do so by analysing the extended narrative of Ursula, an academic working at a large, research-intensive university in Australia. Through this analysis, we see the debilitating effects of neoliberalism on the professional actions and identity of one educator. But we also see how resistance can function as the manifestation of commitment within a conceptualization of enacted teacher professionalism, and how caring action as an activist stance of principled resistance can support educators to align institutionally defined professionalism with their own professional self-understanding. [ABSTRACT FROM AUTHOR]
Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 171996653
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Resistance as commitment. A reflective case study of teacher professionalism in neoliberal times.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Forgasz%2C+Rachel%22">Forgasz, Rachel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kelchtermans%2C+Geert%22">Kelchtermans, Geert</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Berry%2C+Amanda%22">Berry, Amanda</searchLink><relatesTo>1</relatesTo><i> amanda.berry@monash.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. Oct2023, Vol. 28 Issue 7, p1656-1670. 15p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Neoliberalism%22">Neoliberalism</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this article, we explore the concept of teacher professionalism in the higher education context of neoliberal performativity driven educational policy. We do so by analysing the extended narrative of Ursula, an academic working at a large, research-intensive university in Australia. Through this analysis, we see the debilitating effects of neoliberalism on the professional actions and identity of one educator. But we also see how resistance can function as the manifestation of commitment within a conceptualization of enacted teacher professionalism, and how caring action as an activist stance of principled resistance can support educators to align institutionally defined professionalism with their own professional self-understanding. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=171996653
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13562517.2021.1920574
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1656
    Subjects:
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Education policy
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Professionalism
        Type: general
      – SubjectFull: Neoliberalism
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Resistance as commitment. A reflective case study of teacher professionalism in neoliberal times.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Forgasz, Rachel
      – PersonEntity:
          Name:
            NameFull: Kelchtermans, Geert
      – PersonEntity:
          Name:
            NameFull: Berry, Amanda
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2023
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 13562517
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Teaching in Higher Education
              Type: main
ResultId 1