Exploring the Deprofessionalism and Dehumanizing Implications of Surveillance for New Teachers

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Preparing for and Living Through That First Year! (Table 5)

Abstract

Building from a conceptual foundation that draws from Feminist Surveillance Studies (Dubrofsky & Magnet, 2015)—which contends no surveillance measures are neutral or innocent (Nakamura, 2015)—we consider how first-year teachers experience surveillance in their professional lives and how these experiences are co-constituted with their shifting subjectivities. Participants were elementary school teachers in Texas. As early-career professionals, these teachers felt they had little autonomy as individuals to fight back against this systemic surveillance and moral management and thus engaged in practices that did not align with their own professional and personal beliefs about teaching and justice. These participants’ experiences might offer some important insight as fewer than half early-career teachers stay longer than five years (Ingersoll, 2003; Sutcher et al., 2016).

Authors

• Susan Tily, University of Wisconsin - Eau Claire
  Presenting Author

• Jessica Cira Rubin, University of Waikato
  Presenting Author

• Charlotte L. Land, Pennsylvania State University
  Presenting Author

• Erica Holyoke, University of Colorado - Denver
  Presenting Author