Early career primary teachers’ discursive negotiations of academisation
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.Citation
Spicksley, K. (2022) Early career primary teachers’ discursive negotiations of academisation. British Journal of Sociology of Education 43(2) pp. 216-236. https://doi.org/10.1080/01425692.2021.2003183Publisher
RoutledgeJournal
British Journal of Sociology of EducationAdditional Links
https://www.tandfonline.com/doi/full/10.1080/01425692.2021.2003183Type
Journal articleLanguage
enDescription
© 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/10.1080/01425692.2021.2003183ISSN
0142-5692EISSN
1465-3346Sponsors
This research project was financially supported by a University of Worcester PhD Studentship.ae974a485f413a2113503eed53cd6c53
10.1080/01425692.2021.2003183
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Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/