‘Placing’ teachers in global governance agendas
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/20178 |
Resumo: | This paper examines the current focus on teacher policies and practices by a range of global actors, and explores what this means for the governance of teachers in national education systems states. Through an historical and contemporary reading of the ways global actors seek to govern teachers, I argue an important shift in the locus of power to govern has taken place. I show how the mechanisms of global governance of teachers are being transformed, from 'education as (national) development' and 'norm setting', to 'learning as (individual) development' and 'competitive comparison'. Yet despite tendencies toward a convergence of agendas amongst these global actors, we can nevertheless observe important differences between them, as well as on the national settings influence. I conclude by examining the limits and possibilities of governing at a (global) distance, as well as the contradictions and cleavages inherent in neoliberal framings of teacher policies to realise the good teacher. |
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‘Placing’ teachers in global governance agendas“Situando” os professores nas agendas globais de governançaEducationTeacher policiesWorld BankOCDEEducaçãoPolítica docenteBanco MundialOECDThis paper examines the current focus on teacher policies and practices by a range of global actors, and explores what this means for the governance of teachers in national education systems states. Through an historical and contemporary reading of the ways global actors seek to govern teachers, I argue an important shift in the locus of power to govern has taken place. I show how the mechanisms of global governance of teachers are being transformed, from 'education as (national) development' and 'norm setting', to 'learning as (individual) development' and 'competitive comparison'. Yet despite tendencies toward a convergence of agendas amongst these global actors, we can nevertheless observe important differences between them, as well as on the national settings influence. I conclude by examining the limits and possibilities of governing at a (global) distance, as well as the contradictions and cleavages inherent in neoliberal framings of teacher policies to realise the good teacher.Este artigo analisa o atual foco de uma série de atores globais em relação às práticas e às políticas docentes. Objetiva também compreender o que isso significa para a governança de professores nos sistemas nacionais de educação. Por intermédio de uma leitura histórica e contemporânea a respeito das formas com que os atores globais procuram administrar o trabalho dos professores, defendo a ideia de que uma mudança importante no locus do poder ocorreu. O artigo demonstra como os mecanismos de governança global de professores estão sendo transformados, da "educação como desenvolvimento (nacional)" e "definição de normas" à "aprendizagem como desenvolvimento (individual)” e “comparação competitiva". No entanto, apesar das tendências para uma convergência das agendas entre esses atores globais, pode-se observar, no entanto, diferenças importantes entre eles, bem como sobre a influência das configurações nacionais. Concluo o artigo, examinando os limites e as possibilidades de governar à distância (global), bem como as contradições e clivagens inerentes aos enquadramentos neoliberais das políticas docentes para a formação do bom professor.Universidade Estadual de Maringá2013-03-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/2017810.4025/tpe.v15i2.20178Teoria e Prática da Educação; v. 15 n. 2 (2012); 9-242237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/20178/10525Robertson, Susan L.info:eu-repo/semantics/openAccess2023-01-12T13:54:00Zoai:periodicos.uem.br/ojs:article/20178Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:25.676217Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
‘Placing’ teachers in global governance agendas “Situando” os professores nas agendas globais de governança |
title |
‘Placing’ teachers in global governance agendas |
spellingShingle |
‘Placing’ teachers in global governance agendas Robertson, Susan L. Education Teacher policies World Bank OCDE Educação Política docente Banco Mundial OECD |
title_short |
‘Placing’ teachers in global governance agendas |
title_full |
‘Placing’ teachers in global governance agendas |
title_fullStr |
‘Placing’ teachers in global governance agendas |
title_full_unstemmed |
‘Placing’ teachers in global governance agendas |
title_sort |
‘Placing’ teachers in global governance agendas |
author |
Robertson, Susan L. |
author_facet |
Robertson, Susan L. |
author_role |
author |
dc.contributor.author.fl_str_mv |
Robertson, Susan L. |
dc.subject.por.fl_str_mv |
Education Teacher policies World Bank OCDE Educação Política docente Banco Mundial OECD |
topic |
Education Teacher policies World Bank OCDE Educação Política docente Banco Mundial OECD |
description |
This paper examines the current focus on teacher policies and practices by a range of global actors, and explores what this means for the governance of teachers in national education systems states. Through an historical and contemporary reading of the ways global actors seek to govern teachers, I argue an important shift in the locus of power to govern has taken place. I show how the mechanisms of global governance of teachers are being transformed, from 'education as (national) development' and 'norm setting', to 'learning as (individual) development' and 'competitive comparison'. Yet despite tendencies toward a convergence of agendas amongst these global actors, we can nevertheless observe important differences between them, as well as on the national settings influence. I conclude by examining the limits and possibilities of governing at a (global) distance, as well as the contradictions and cleavages inherent in neoliberal framings of teacher policies to realise the good teacher. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-03-17 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/20178 10.4025/tpe.v15i2.20178 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/20178 |
identifier_str_mv |
10.4025/tpe.v15i2.20178 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/20178/10525 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 15 n. 2 (2012); 9-24 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207156542439424 |