By Lindsay Kerr
One of the major planks of conservative Ontario most popular Mike Harris's Nineties platform used to be schooling reform. Amid a sea of authentic experiences, coverage files and 'expert' evaluations on schooling, even if, the voices of exact school room academics have been tough to discover. This omission is redressed in Lindsay Kerr'sBetween being concerned & Counting. via a spotlight workforce of present-day secondary tuition academics in Toronto, Kerr provides a passionate account of the unassailably unfavorable alterations affecting secondary schooling and academics' work.
From a serious feminist point of view and utilizing institutional ethnography, Kerr situates the matter in schooling squarely as a clash among an 'accounting common sense' and 'an ethic of care on the centre of schooling practice.' She exposes paradoxes inherent in schooling reform comparable to the rise of presidency regulate even as that govt investment for schooling decreases. She additionally connects academic restructuring to adjustments within the energy family of gender, type and race around the public schooling procedure. those neighborhood adjustments, she unearths, don't replicate sound pedagogy however the imperatives of neoliberal globalization.
Counteracting melancholy with desire, Kerr explores self-reflexive feedback for teacher-educators to workout business enterprise of their lives and to proceed to paintings towards a simply and equitable public schooling system.
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Extra resources for Between Caring & Counting: Teachers Take on Education Reform
In order to make time for her family and volunteer work in the community, she downshifted to part-time. Her children are in secondary school and are also involved in competitive extra-curricular sports. An optimistic and energetic person, she has a lively sense of humour and takes an active part in co-curricular activities in the school. During her days as a student, she was somewhat of a rebel, lending a non-conformist spark to her teaching practice. Her belief that education should be fun is reflected in the animated interaction in her classes.
Helena comments on the ‘amazing projects’ Rachel’s students have produced. Due to time pressures in the new curriculum, she laments the loss of this creative aspect of her teaching practice and the connection it affords with students. Based on the focus group testimony of these teacher-participants, the subjective experiences and issues raised in the group constituted a starting point for selecting documentary texts for follow-up analysis. These documents in turn led to other documents/texts referred to, through the intertextuality of text-mediated relations.
The first part of the data analysis involved transcribing and coding the audio-tapes immediately following the session, providing a wordby-word immersion in the text. The transcript was compared and integrated with field notes taken at the time, annotating discursive details of the interaction as it unfolded. Details included verbal expressions in the dialogue (for example, emphases, intonation, overlapping speech, hesitation, and type of language used), as well as emotional tone (for example, laughter, pacing, volume, body language), and group dynamics between the participants (for example, support/confrontation, agreement/disagreement, who is dominant/quiet, arrival/departure).