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The Politics of Teaching Time in Disciplinary and Control Societies

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Title: The Politics of Teaching Time in Disciplinary and Control Societies
Language: English
Authors: Thompson, Greg, Cook, Ian
Source: British Journal of Sociology of Education. 2017 38(1):26-37.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2017
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Foreign Countries, Politics of Education, Time, Discipline, Social Control, Educational Change, Interviews, Principals, Teachers
Geographic Terms: Australia
DOI: 10.1080/01425692.2016.1234365
ISSN: 0142-5692
Abstract: This article argues that education reform agendas which use policy levers, standardised testing and new regulatory authorities to steer teachers' work at a distance are creating a new temporal politics. Evidence from interviews with teachers and principals in Australian schools suggests that these reforms are impacting on individual experiences of the rhythms of their day-to-day work. First, there is a disquieting perception of an acceleration of their working life. Second, and related, many teachers and principals spoke of feeling "out of time" or out of rhythm, with the new expectations of their work. Using Deleuze's control societies, we posit that this arrhythmia exemplifies the experience of the classroom being "opened up" for the purposes of comparison. This breakdown of the enclosed classroom is affected through the datafication of teaching.
Abstractor: As Provided
Number of References: 39
Entry Date: 2017
Accession Number: EJ1125724
Database: ERIC
FullText Text:
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  Data: This article argues that education reform agendas which use policy levers, standardised testing and new regulatory authorities to steer teachers' work at a distance are creating a new temporal politics. Evidence from interviews with teachers and principals in Australian schools suggests that these reforms are impacting on individual experiences of the rhythms of their day-to-day work. First, there is a disquieting perception of an acceleration of their working life. Second, and related, many teachers and principals spoke of feeling "out of time" or out of rhythm, with the new expectations of their work. Using Deleuze's control societies, we posit that this arrhythmia exemplifies the experience of the classroom being "opened up" for the purposes of comparison. This breakdown of the enclosed classroom is affected through the datafication of teaching.
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