Contested Territories: English Teachers in Australia and England Remaining Resilient and Creative in Constraining Times

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  • Author(s): O'Sullivan, Kerry-Ann; Goodwyn, Andy
  • Language:
    English
  • Source:
    English in Education. 2020 54(3):224-238.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Secondary Education
    • Subject Terms:
      English Teachers; High Stakes Tests; Teacher Attitudes; Foreign Countries; Professional Autonomy; Occupational Aspiration; Resilience (Psychology); English Instruction; Work Attitudes; English Curriculum; Accreditation (Institutions); Cross Cultural Studies; Values; Standards; Educational Policy; Secondary School Teachers
    • Subject Terms:
      Australia; United Kingdom (England)
    • Accession Number:
      10.1080/04250494.2020.1793667
    • ISSN:
      0425-0494
    • Abstract:
      Globally teachers are experiencing reductions to their autonomy and constraints on their professional practice through legislative impositions of limiting standards, external testing and narrowing curricula. This study explores the ways English educators find a balance between these external expectations, contemporary pressures, professional aspirations, and personal values. It was a qualitative investigation into the perceptions shared by thirty-three English teachers from New South Wales, Australia and across England. A significant gap now exists between the ways English teachers conceive their subject, their purposes and the nature of their work, and that determined by regulation, formalised curriculum and accreditation requirements. The enduring resilience of these teachers is revealed but also the corrosive structural effects produced by narrowly focused, neoliberal policies especially in relation to high stakes testing. However, the research demonstrates how certain English teachers remain remarkably resilient -- retaining autonomy where they can -- and we define this attribute as 'adaptive agency'.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1263957