Rediseñando las identidades de docentes y directores: Un marco para el estudio del nuevo profesionalismo y la resistencia de los educadores

Translated title of the contribution: Redesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance

Gary Anderson, Michael I. Cohen

Research output: Contribution to journalArticlepeer-review

Abstract

Market-based reforms of public education do more than shape policy and curriculum; they also influence educators’ understanding of themselves as professionals, driving at the very core of what it means to be a teacher or leader. This article explores the effects of neoliberal policies and New Public Management practices on teachers and principals and the ways they result in a “new professionalism.” The authors provide a framework for studying how these new polices and practices might be resisted, as well as a description of characteristics of the new professional and what professionalism might look like if it were grounded in community and advocacy.

Translated title of the contributionRedesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance
Original languageSpanish
Article number85
JournalEducation Policy Analysis Archives
Volume23
DOIs
StatePublished - 2015

Keywords

  • Educational policy
  • Neoliberalism
  • New public management
  • Politics of education
  • Professional identity
  • Resistance

ASJC Scopus subject areas

  • Education

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