Discourse, Power and Resistance Series Series Read Description

Discourse, Resistance and Identity Formation

June 2006
More details
  • Publisher
    Trentham Books
  • Published
    7th June 2006
  • ISBN 9781858563862
  • Language English
  • Pages 190 pp.
  • Size 5.75" x 9"

This fifth volume in the Discourse, Power, Resistance series considers how teachers and learners are under relentless pressure to conform their professional identity to a model imposed by policymakers. The book deals with the fundamental question facing teachers and learners worldwide: who are we, what are we supposed to be doing, why. Policymakers offer stultifying answers to these questions, based on a narrow, instrumental view of education that is viewed by teachers and learners with growing anger and dismay.

What is to be done? The official view – and the discourse through which that view is articulated – is shown in this book to be weighty and vacuous at the same time – a massively ponderous discursive absurdity. Consequently, this book goes on to offer wide ranging and serious strategies of resistance

The book encourages faculty and students in universities and partner institutions involved in teaching, training, and/or carrying out research in all areas of education. It will appeal to staff and students involved in training for compulsory and post-compulsory/vocational education and lifelong learning, and to lecturers in all areas of Higher Education with an interest in issues of policy and identity formation.

The contributors are David Selby, Cheryl Hunt, Christina Schwabenland, Eileen Honan, Mhairi Mackie, James Avis, Anne-Marie Bathmaker, Yota Dimitriadi, and Michael Watts.

Jerome Satterthwaite

Jerome Satterthwaite teaches in the Faculty of Education at the University of Plymouth. He is the organizer of the annual Plymouth conferences on Discourse, Power, Resistance.

Wendy Martin

Wendy Martin is a Senior Lecturer in the Faculty of Education at the University of Plymouth.

Lorna Roberts

Lorna Roberts is Research Associate in the Education and Social Research Institute, Manchester Metropolitan University.