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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Vydáno v:	Journal of education policy Ročník 32; číslo 6; s. 745 - 756
Hlavní autoři:	Perryman, Jane, Ball, Stephen J., Braun, Annette, Maguire, Meg
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	London Routledge 02.11.2017 Taylor & Francis Ltd
Témata:	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
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Popis
Shrnutí:	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.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0268-0939 1464-5106
DOI:	10.1080/02680939.2017.1309072