"It's 5:30. I'm Exhausted. And I Have to Go All the Way to F*%#ing Fishtown.": Educator Depression, Activism, and Finding (Armed) Love in a Hopeless (Neoliberal) Place

Autor/inn/en	Stern, Mark; Brown, Amy
Titel	*"It's 5:30. I'm Exhausted. And I Have to Go All the Way to F%#ing Fishtown.": Educator Depression, Activism, and Finding (Armed) Love in a Hopeless (Neoliberal) Place**
Quelle	In: Urban Review: Issues and Ideas in Public Education, 48 (2016) 2, S.333-354 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-016-0357-x
Schlagwörter	Neoliberalism; Activism; Accountability; Justice; Depression (Psychology); Educational Policy; Criticism; Qualitative Research; Homosexuality; Feminism; Teacher Burnout; Affective Behavior; Political Attitudes; Educational Trends; Teacher Attitudes; Communities of Practice; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Aktivismus; Politischer Protest; Verantwortung; Gerechtigkeit; Politics of education; Bildungspolitik; Kritik; Qualitative Forschung; Homosexualität; Feminismus; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Affective disturbance; Active behaviour; Affektive Störung; Political attitude; Politische Einstellung; Bildungsentwicklung; Lehrerverhalten; Community
Abstract	Many recent critical engagements with contemporary educational policy tend to be framed through the language of neoliberalism. Though these critiques are useful in providing a rich understanding of the political and cultural economy of public education, their level of abstraction demands more grounded and embodied approaches. In conversation with queer, feminist, and affect theory, this qualitative project uses the feelings of activist educators in Philadelphia to gain a deeper understanding what it means to live and labor in neoliberal times. Specifically, this article locates depression as a precise kind of political affect experienced by educators in an age of corporate accountability structures and austerity. Educators describe a kind of professional depression and, in turn, locate their activism as a therapeutic antidote to the current trends in education policy. Using the Freirean notion of armed love, we contextualize and theorize how new educator movements and activism strive to provide community for educators to endure, heal, and work towards greater educational justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01