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ERIC Number: EJ1413676
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1911
EISSN: EISSN-1465-3397
Pre-Service Teachers' Views of Schools as Workplaces in a System of Social, Cultural and Religious Division: To Be "Selfish" or to Be a "Hero"?
Meghan Stacey
Educational Review, v76 n2 p259-276 2024
Teachers seeking work in market-oriented schooling systems confront a range of settings within which they might teach. This article presents the views of ten teachers on the cusp of beginning teaching in the market-oriented schooling system of Australia, regarding the school or schools they would like to work in as teachers. Data were gathered via in-depth, semi-structured interviews and analysed with reference to Bourdieu's concepts of habitus, field, doxa and misrecognition. Key considerations of pre-service teachers are analysed as falling into two broad categories: feeling like a "professional", and considerations of equity (with "equity" being variously defined). I argue that a habitus formed within the neoliberal doxa of the education system in Australia provides fertile ground for these new teachers to feel like a "professional" in some schooling fields more than others, with an associated tension of needing to be either "selfish" or a "hero" when thinking about where they would like to work. I conclude by highlighting some of the difficulties present in each of these positions, both problematic if schools are understood as socio-cultural institutions located in a diverse national landscape.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A