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Considering teacher resilience from critical discourse and labour process theory perspectives

Price, A., Mansfield, C. and McConney, A. (2012) Considering teacher resilience from critical discourse and labour process theory perspectives. British Journal of Sociology of Education, 33 (1). pp. 81-95.

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    Link to Published Version: http://dx.doi.org/10.1080/01425692.2011.614748
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    Abstract

    This article considers the construct of `teacher resilience' from critical discourse and labour process perspectives in order to cast new light on what has been traditionally viewed from a psychological perspective. In this respect, the construct of resilience is placed in the broad political landscape of teachers' work and the labour process of teaching, within a neoliberal globalised economic paradigm. Importantly, this article argues that any conceptualisations of teacher resilience should be critically appraised and not simply `taken for granted'. While the concept of developing `teacher resilience' as a means, for example, of addressing alarmingly high rates of early career teacher attrition may sound like a good idea, it is important to consider the way such constructs can be used to shape and potentially control teacher identity and the nature of teachers' work.

    Publication Type: Journal Article
    Murdoch Affiliation: School of Education
    Publisher: Routledge, part of the Taylor & Francis Group
    Copyright: 2012 Taylor & Francis
    URI: http://researchrepository.murdoch.edu.au/id/eprint/6750
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