Deakin home > Deakin University Library > Deakin Research Online > Accountability and the affective labour of teachers: a Marxist-Vygotskian perspective

Accountability and the affective labour of teachers: a Marxist-Vygotskian perspective

Kostogriz, Alex 2012, Accountability and the affective labour of teachers: a Marxist-Vygotskian perspective, Australian educational researcher, vol. 39, no. 4, Affect, emotions and creativity in education : A sociocultural perspective, pp. 397-412.

Attached Files (Some files may be inaccessible until you login with your Deakin Research Online credentials)
Name Description MIMEType Size Downloads

Title Accountability and the affective labour of teachers: a Marxist-Vygotskian perspective
Author(s) Kostogriz, Alex
Journal name Australian educational researcher
Volume number 39
Issue number 4
Season Affect, emotions and creativity in education : A sociocultural perspective
Start page 397
End page 412
Total pages 16
Publisher Springer
Place of publication Dordrecht, Netherlands
Publication date 2012-11
ISSN 0311-6999
Keyword(s) Affective labour
standards-based reforms
accountability
teacher work
Summary This article addresses the issue of affective labour in education in the context of standards-based reforms and accountability. In particular, it focuses on neoliberal strategies of rationalization and control that produce a number of social pathologies, such as alienated teaching and learning and reified social relations between teachers and students. The article turns to affective labour as something that enables teachers to counteract these effects. This argument arises from the analysis of interviews with teachers who continue to generate and sustain the sociality of teaching and learning. Affect directs teachers’ commitment to practice that is governed by feeling, passion and the ethics of care. What gives affective labour such an important position is that it is both outside and beyond accountability and performativity measures. It is identified with the general pedagogical activity that cannot be structured by measuring devices such as students’ test scores or standards. The article concludes with the application of Vygotsky’s ideas about the role of affect in education and argues that affective labour has an expansive power of ontological freedom that cannot be controlled. of ontological freedom that cannot be controlled.
Language eng
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930403 School/Institution Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30049384

Document type: Journal Article
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in Deakin Research Online is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Access Statistics: 43 Abstract Views, 2 File Downloads  -  Detailed Statistics
Created: Sat, 10 Nov 2012, 14:45:58 EST by Alex Kostogriz