A Cry, a Clash and a Parting: A French Pragmatic Sociology Approach to 'the Struggle over the Teacher's Soul'

Autor/in	Holmqvist, Diana
Titel	A Cry, a Clash and a Parting: A French Pragmatic Sociology Approach to 'the Struggle over the Teacher's Soul'
Quelle	In: International Studies in Sociology of Education, 31 (2022) 3, S.347-366 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmqvist, Diana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2020.1865830
Schlagwörter	Criticism; Sociology; Teacher Attitudes; Adult Education; Adult Educators; Identification; Foreign Countries; Educational Change; Ethics; Work Environment; Professional Autonomy; Work Attitudes; Sweden + Suchen Sie Ihr Suchwort? Kritik; Soziologie; Lehrerverhalten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Identifikation; Identifizierung; Ausland; Bildungsreform; Ethik; Arbeitsmilieu; Berufsfreiheit; Work attitude; Arbeitshaltung; Schweden
Abstract	This article argues for using French pragmatic sociology to explore tensions regarding teachers' work, by studying critique formulated by teachers themselves. Based on interviews with teachers in Swedish adult education it shows how teachers labour to reconcile 'what is' with 'what should be' by voicing critique. The findings suggest that, while some critique echoes institutionalised conventions without questioning them, formulating critique is also a way of resisting, where teachers tap into alternative conventions, or disengage from established practices. Some choose to ignore institutional rules, while others change jobs. These findings establish that some critique can serve to maintain the status quo and its institutionalised truths. However, pushing at reality through acts of critique can also fracture reality, which in turn allows other conventions to take root in the cracks. Identifying the various types of critique employed to question institutionalised conventions highlights the work that teachers do to shape reality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01