Translating policy: governmentality and the reflective teacher

This paper deploys some concepts from the work of Michel Foucault to problematise the mundane and quotidian practices of policy translation as these occur in the everyday of schools. In doing that, we suggest that these practices are complicit in the formation of and constitution of teacher subjects...

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Bibliographic Details
Published in:Journal of education policy Vol. 32; no. 6; pp. 745 - 756
Main Authors: Perryman, Jane, Ball, Stephen J., Braun, Annette, Maguire, Meg
Format: Journal Article
Language:English
Published: London Routledge 02.11.2017
Taylor & Francis Ltd
Subjects:
care of the self
Classroom management
Classroom Techniques
Classrooms
Constitutions
Education policy
Education reform
Educational Change
Educational Policy
Ethics
Faculty Development
Foreign Countries
Foucauldian analysis
Foucault
Governmentality
Information Dissemination
Interviews
Morality
Observation
Policy Formation
Policy translation
Power
Power Structure
Professionalism
Program Implementation
reflection
Reflective Teaching
Teacher Responsibility
Teachers
Teaching
Translation
United Kingdom (London)
ISSN:0268-0939, 1464-5106
Online Access:Get full text
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Summary:This paper deploys some concepts from the work of Michel Foucault to problematise the mundane and quotidian practices of policy translation as these occur in the everyday of schools. In doing that, we suggest that these practices are complicit in the formation of and constitution of teacher subjects, and their subjection to the morality of policy and of educational reform. These practices are some ways in which teachers work on themselves and others, and make themselves subjects of policy. We conceive of the processes of translation, its practices and techniques as a form of ethics, the constitution of a contemporary and contingent version of professionalism through the arts of self-conduct. In all of this, it is virtually impossible to separate out, as Foucault points out, capability from control. We argue that the development of new capacities, new skills of classroom management, of pedagogy, bring along with it the intensification of a power relation. We are primarily concerned with Foucault's third face of power, pastoral power or government and how this interweaves and overlap with other forms of power within processes of policy and educational reform.
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ISSN:0268-0939
1464-5106
DOI:10.1080/02680939.2017.1309072