Managers' and Teachers' Perspectives of Dyslexic Teachers in the English and Finnish Further Education Workforce: New Insights from Organisational Routines

Autor/inn/en	Thorpe, Anthony; Burns, Eila
Titel	Managers' and Teachers' Perspectives of Dyslexic Teachers in the English and Finnish Further Education Workforce: New Insights from Organisational Routines
Quelle	In: Oxford Review of Education, 42 (2016) 2, S.200-213 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2016.1157062
Schlagwörter	Diversity (Faculty); Administrator Attitudes; Administrators; Employee Attitudes; Teacher Attitudes; Dyslexia; Vocational Education Teachers; Adult Educators; Adult Education; Professional Identity; Disclosure; Administrative Policy; Interviews; Administrative Organization; Labor Force; Finland; United Kingdom (England) + Suchen Sie Ihr Suchwort? Arbeitnehmerinteresse; Lehrerverhalten; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausbilder; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Interviewing; Interviewtechnik; Labour force; Arbeitskraft; Erwerbsbevölkerung; Finnland
Abstract	This article explores the topic of diversity in the teaching workforce though the enactment of policy concentrating on teachers with dyslexia within the Further/Vocational Education and Training sectors of England and Finland. Two research projects from Finland and England focusing, respectively, on individual teachers' perspectives and managers' understandings of hidden diversity (such as dyslexia) are re-analysed through the use of the distinction between the ostensive and the performative aspects of organisational routines. The article contributes a new application of theory by drawing upon organisational routines as sources of flexibility and change rather than continuity alone. Avoiding the confusion between the ostensive and performative aspects of routines enables a more dynamic and emancipatory understanding of the identification and support for the promotion of workforce diversity to emerge. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01