Biting the Hand That Feeds You? Teachers Engage with an Ethnography of Neoliberalism in Education

Autor/in	Brown, Amy
Titel	Biting the Hand That Feeds You? Teachers Engage with an Ethnography of Neoliberalism in Education
Quelle	In: Policy Futures in Education, 15 (2017) 2, S.185-201 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210316639415
Schlagwörter	Ethnography; Neoliberalism; Educational Trends; Educational Policy; Teaching Methods; Learning Processes; Professional Identity; High School Students; College Preparation; Criticism; Interviews; Teacher Attitudes; Nonprofit Organizations; Private Financial Support; Theories; Competition; Cooperation; Public Sector; Private Sector; Public Schools; Minority Group Students; Student Characteristics; Marketing; Commercialization; Race; Whites; Power Structure; Participant Observation; Student Surveys; Semi Structured Interviews; New York (New York) + Suchen Sie Ihr Suchwort? Ethnografie; Neo-liberalism; Neoliberalismus; Bildungsentwicklung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kritik; Interviewing; Interviewtechnik; Lehrerverhalten; Nonprofit-Organisation; Private Investition; Theory; Theorie; Wettkampf; Co-operation; Kooperation; Öffentlicher Sektor; Privater Sektor; Public school; Öffentliche Schule; Rasse; Abstammung; White; Weißer; Teilnehmende Beobachtung; Schülerbefragung
Abstract	Scholars who document neoliberal trends in education argue that privatization and corporatization in schools is dehumanizing and discourages democratic participation. These scholars assert that neoliberal education policies heighten social inequity by emphasizing individualism, marketability and colorblindness without interrogating social structures of power. Can qualitative documentation of the effects of neoliberal policy in education "talk back" to these trends? Can ethnographically mapping the complex effects of neoliberal trends on teaching and learning serve to heighten teachers' sense of agency and resistance? This paper documents the ways that teachers construct their identities in reaction to reading the author's critical ethnography of their school. Data were gathered for this paper in teacher interviews following two years of collaborative ethnographic fieldwork at the College Preparatory Academy, a small public high school in Brooklyn, New York that created its own in-house nonprofit organization in order to solicit funds from private donors. Using Derrick Bell's interest convergence theory, I critique competitive models of philanthropy in education and explore whether collaborative and critically engaged ethnography can serve to expose the tension between public and private interests in education, and can encourage teachers to challenge and critique these borders. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01