Troubling Truth and the Neoliberal Discourse

• In Event: 61.051 - Lives of Teachers SIG Showcase Paper Session

Abstract

This paper examines the cumulative impact of Neoliberal discourse on teachers’ lives. Its unique contribution is the interdisciplinary theoretical framework: Gebser’s anthropological work, Bourdieu’s (1991; 1992) sociocultural perspective and Harré and van Langenhove's social psychology. Using this framework troubles prevailing ‘educational truths’. A symbolic interactionist method examined a 3-year holistic mentoring study with 10 schools’ graduate and mid-career teachers and leadership. Data included surveys, interviews, focus groups, video, diaries, narratives and self-portraiture. This study’s significance highlights the value of multimodal, longitudinal research into prevailing Neoliberal deficit discourses. Deficit ‘Truth-ing’ has nourished doubt about teachers’ professionalism and emboldened imprudent educational commentators. The study’s results reveal how mentoring can disrupt deficit ‘Truths’, increase teacher agency and re-establish meaningful professional relationships.

Authors

• Andrea Marlene Gallant, Deakin University- Melbourne -Australia

• Philip Riley, Australian Catholic University

• Kim Ann Senior, Deakin University