Teacher Identity in Neoliberal Times

• In Event: Marriott Roundtable Session 17
  In Roundtable Session: Motivations to Teach

Abstract

Increasingly the ‘good’ teacher is required to closely adherence to restricted curriculum programs. Utilizing Clarke’s (2009) Foucouldian four-element model, the authors analyze teacher identity negotiation in neoliberal schooling spaces, and with scripted literacy curricula, in particular. Participants initially fitted their teaching identities to the ‘good’ teacher, as advanced by the curriculum program, yet later experienced identity schisms when their own values of care clashed with program directives. Discussion of teaching as a moral undertaking and directions for teacher education conclude the paper.

Authors

• Jenelle R. Reeves, University of Nebraska - Lincoln

• Monique Leygraaf, University of Applied Sciences iPabo