The Tempered Radical's Quiet Resistance: How Trainee and New Teachers Disturb the Dominance of Neoliberal Policy in Mainstream English Schools

Autor/inn/en	Bundock, Lis; Moore, Rosie
Titel	The Tempered Radical's Quiet Resistance: How Trainee and New Teachers Disturb the Dominance of Neoliberal Policy in Mainstream English Schools
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 64 (2022) 2, S.11-20 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.3898/forum.2022.64.2.01
Schlagwörter	Neoliberalism; Teacher Education Programs; Professionalism; Self Concept; Graduate Students; Preservice Teachers; Foreign Countries; Teacher Educators; Teacher Attitudes; Undergraduate Students; Teacher Student Relationship; Seminars; Beginning Teachers; Equal Education; Diversity; Social Justice; Change Agents; Educational Change; Advocacy; Educational Policy; Disadvantaged; Activism; United Kingdom (England) + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Professionalität; Selbstkonzept; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Seminar; Junior teacher; Junglehrer; Soziale Gerechtigkeit; Bildungsreform; Sozialanwaltschaft; Politics of education; Bildungspolitik; Aktivismus; Politischer Protest
Abstract	This article considers the experiences of two teacher educators working with undergraduate and postgraduate trainee teachers in the School of Education at the University of Brighton. It foregrounds reflections shared within education studies seminars and on conversations with early career teachers on how trainees and new teachers negotiate their professional obligations whilst remaining true to their values and ideals. Education studies modules are curated to provide a space for trainee teachers to examine and consider the complexities relating to equality, diversity and social justice, and are underpinned by a desire to instil a 'commitment to acting as change agents in schools and advocates for students'. In this article, we consider how teacher trainees and early career teachers experience neoliberal reform and a policy context that seeks to silence any sceptics. It offers examples of how trainee teachers and new teachers engage in quiet resistance as 'tempered radicals', finding ways to address inequalities and offer moments of hope to young people from marginalised groups. (As Provided).
Anmerkungen	Lawrence Wishart. Central Books Building, Freshwater Road, Chadwell Heath, London RM8 1RX, UK. Tel: 44-20-8597-0090; e-mail: forum@lwbooks.co.uk; Web site: https://journals.lwbooks.co.uk/forum
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01