English, Literacy and Neoliberal Policies: Mapping a Contested Moment in the United States

Autor/in	Brass, Jory
Titel	English, Literacy and Neoliberal Policies: Mapping a Contested Moment in the United States
Quelle	In: English Teaching: Practice and Critique, 13 (2014) 1, S.112-133 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	English Instruction; Educational Research; Teacher Education; Language Arts; Methods Courses; Teacher Educators; Neoliberalism; Educational Policy; Educational Change; Educational Assessment; National Standards; Free Enterprise System; Competition; Interdisciplinary Approach; Literacy Education; Accountability; Educational Trends + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Bildungsforschung; Pädagogische Forschung; Lehrerausbildung; Lehrerbildung; Sprachkultur; Methodisch-didaktische Anleitung; Teacher education; Education; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Bildungsreform; assessment; Bewertungssystem; Freie Wirtschaft; Wettkampf; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Verantwortung; Bildungsentwicklung
Abstract	This essay maps some of the ways in which the professional knowledge of English teaching has been defined and positioned in the present moment in the United States. The first part of the essay traces multidisciplinary shifts in English education/literacy research that have expanded and shifted the discursive boundaries of teacher education and ordered new ways for English educators to understand the English language arts, to structure methods courses, and to fashion themselves as teacher educators. The second education through professional standards, national assessments, corporate managerialism, and free market competition. The essay then highlights some of the ways part of the paper traces neoliberal policies that aim to reform teaching and teacher in which these discourses and practices have worked together to create new conditions of possibility in English education, to intensify old divisions in the field, and constitute new forms of professional knowledge and subjectivity. My goal is to heighten English educators' sense of this contested moment to provoke more informed and strategic engagements with the possibilities, constraints, tensions and transformations facing the English teaching professions. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10