Early career primary teachers’ discursive negotiations of academisation
AbstractThis 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.
CitationSpicksley, K. (2022) Early career primary teachers’ discursive negotiations of academisation. British Journal of Sociology of Education 43(2) pp. 216-236. https://doi.org/10.1080/01425692.2021.2003183
JournalBritish Journal of Sociology of Education
Description© 2021 The Author. Published by Routledge. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1080/01425692.2021.2003183
SponsorsThis research project was financially supported by a University of Worcester PhD Studentship.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/