NDLI: The contrasting discourses in the professional lives of educators in Vancouver, Canada

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Does the school improvement “industry” (organizations providing schools and governing agencies with information, training, materials, and programmatic resources relevant to instructional improvement problems) help or prevent deep and sound change?

David Hopkins, Every school a great school: Realizing the potential of system leadership. Open University Press, Maidenhead, 2007

David Hopkins, Every school a great school: Realizing the potential of system leadership ( Journal of Educational Change , Volume 9 , Issue 2 )

Journal of Educational Change : Volume 9, Issue 1, March 2008

Journal of Educational Change : Volume 8

Journal of Educational Change : Volume 7

Journal of Educational Change : Volume 6

Journal of Educational Change : Volume 5

Journal of Educational Change : Volume 4

Journal of Educational Change : Volume 3

Journal of Educational Change : Volume 2

Journal of Educational Change : Volume 1

The contrasting discourses in the professional lives of educators in Vancouver, Canada

Content Provider	Springer Nature Link
Author	Grimmett, Peter P. Dagenais, Diane D’Amico, Laura Jacquet, Marianne Ilieva, Roumi
Copyright Year	2007
Abstract	This study investigated the relationship between education policy changes and the working conditions of teachers and school leaders in Vancouver, Canada. We found that policy does shape educators’ discourse about their work conditions. This shaping manifested itself in the emotions teachers experience as they attempt to construct their identity as professional educators. Apparent contradictions emerged in educators’ discussions of their work conditions, particularly their contrasting reports of feeling satisfied with their working environment, yet concerned about issues related to workload and recognition. Two different discourses, the political and the professional, emerged at a deep level of practice. These discourses express conflicting emotions about teaching and teachers’ identity struggles in a context of rapid policy changes. The political discourse is framed around a partisan response to policy changes. The professional discourse focuses on engagement in satisfying educational activities. This study proffers a different conclusion to other studies implying a lack of understanding of practice by policy reformers. It suggests that, while teachers are very aware of policy changes, frequently engaging in a partisan critique thereof, they nevertheless temper that critique with a professional discourse shaped by pedagogical concerns in the local context. This concern with the classroom context enables them to focus their energies on constructing their sense of professional identity that frequently leads them to reinterpret policy initiatives from a local educator’s perspective. While the political discourse has trappings of despair, the professional–pedagogical contains glimpses of hope.
Starting Page	101
Ending Page	121
Page Count	21
File Format	PDF
ISSN	13892843
Journal	Journal of Educational Change
Volume Number	9
Issue Number	2
e-ISSN	15731812
Language	English
Publisher	Springer Netherlands
Publisher Date	2007-06-07
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Policy change Professional lives Work conditions/concerns Educators’ emotions Educators’ discourses Comparative Education Curriculum Studies Leadership & Administration
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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