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Early career primary teachers’ discursive negotiations of academisation

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Spicksley, Kathryn (2021) Early career primary teachers’ discursive negotiations of academisation. British Journal of Sociology of Education. ISSN Print ISSN: 0142-5692 Online ISSN: 1465-3346

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Official URL: https://doi.org/10.1080/01425692.2021.2003183

Abstract

This article reports findings from a small-scale research project which explored the professional identities of early career teachers working in primary academies in England. During interviews and focus groups, these new teachers resisted identifying as ‘academy teachers,’ constructing academy status as an unimportant feature when deciding where to work. I theorise this phenomenon using Foucault, arguing that the willingness of new teachers to construct academy schools as ‘no different’ to their maintained counterparts is a key factor in the success of post-2010 academisation as a biopolitical project.

Item Type:	Article
Additional Information:	This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Uncontrolled Discrete Keywords:	Academisation, Early Career Teachers, Discourse Analysis, Teacher Identity
Divisions:	College of Arts, Humanities and Education > School of Education
Related URLs:	Publisher
Copyright Info:	© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Depositing User:	Kathryn Spicksley
Date Deposited:	04 Jan 2022 17:00
Last Modified:	17 Jan 2022 17:52
URI:	https://eprints.worc.ac.uk/id/eprint/11596

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