The postmodern professional:
Contemporary learning practices, dilemmas and perspectives

Karen Borgnakke, Marianne Dovemark and
Sofia Marques da Silva

  In the last two decades the teaching profession has increasingly lost autonomy and become subject to political change that has introduced a market orientation to both educational organisation and culture. The stages that the teaching profession has gone through can be characterised as: pre-professional; autonomy; collegial and the post-professional age. This book explores both the Anglo-American curriculum tradition and the central European ‘didactic-tradition’ which have had an impact on these processes. Against this backdrop, the book provides an international overview as well as deeper insight into national and local practices. Based on ethnographic case studies each chapter makes its own unique contribution by exploring empirical data and discussing theoretical possibilities related to the common current question, namely what it means to be a professional teacher in the post-modern era of professionalism

The broad argument is that global movements in education policy have generated widely accepted discourses of performativity and educational effectiveness that have had pedagogical effects. The book attempts to deconstruct prevailing discourses and to develop an understanding of the complexity of educational politics and pedagogical and social relations.

  It is argued here that the consequences can be regarded as a contribution to both professionalisation and a substantial de-professionalisation of teachers. Against this backdrop the book provides a critical wake-up call and a reminder of the need for serious debate about what kind of education is desirable for the twenty-first century and what kind of professional organisations and teachers are needed for the task.


Karen Borgnakke, Marianne Dovemark and Sofia Marques da Silva

The governance turn, institutional embrace and the postmodern professional
Bob Jeffrey and Geoff Troman

The performative culture in Swedish schools and how teachers cope with it
Marianne Dovemark and Ann-Sofie Holm

The interaction between students and teachers in times of performativity
Michalis Kakos

Building democratic relationships at school? Families, students and teachers in context
José Ignacio Rivas, Analia Leite and Pablo Cortés

Primary school teachers’ professional identity: An ethnographic study
Juana M. Sancho, Fernando Hernández, Amalia Creus, Laura Domingo and Alejandra Montané

Tales from the field: Student teachers’ ups and downs during their first professional experiences

José Miguel Correa, Asunción Martinez-Arbelaiz, Estibaliz Aberasturi, Luispe Gutiérrez

Raising the Standard: A research-based agenda for teacher education in England
Alaster Scott Douglas

Discourses of performativity and educational effectiveness: Contesting and shaping teacher identity in a neoliberal world
Lawrence Angus

Changeability and technacy: The new professional raison d'etre
Karen Borgnakke

Professionalisation in educational practice: Summary
Karen Borgnakke, Marianne Dovemark, Sofia Marques da Silva

paperback            ISBN             1872767443
ISBN-13            978-1-872767-44-4

Also available on Kimdle 978-1-872767-49-9

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