Meet the phallic teacher: curriculum design and identity in a neoliberal imaginary

McKnight, Lucinda 2015, Meet the phallic teacher: curriculum design and identity in a neoliberal imaginary, in AARE 2013: Proceedings of the Australian Association for Research in Education Annual International Conference, Australian Association for Research in Education, [Fremantle, W.A.], pp. 24-24.

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Title Meet the phallic teacher: curriculum design and identity in a neoliberal imaginary
Author(s) McKnight, LucindaORCID iD for McKnight, Lucinda orcid.org/0000-0003-0997-6790
Conference name Australian Association for Research in Education. Annual International Conference (2015 : Fremantle, W.A.)
Conference location Fremantle, W.A.
Conference dates 29 Nov.-3 Dec. 2015
Title of proceedings AARE 2013: Proceedings of the Australian Association for Research in Education Annual International Conference
Publication date 2015
Start page 24
End page 24
Total pages 1
Publisher Australian Association for Research in Education
Place of publication [Fremantle, W.A.]
Keyword(s) curriculum design
teacher identity
phallicism
gender studies
neoliberalism
Summary This paper introduces the concept of the phallic teacher, a spectral figure that needs to be negotiated in teachers’ everyday work and in school-based disciplinary communities of practice. Reporting the findings of a three year doctoral study completed in 2014, the paper looks closely at how English teachers design both curriculum and identity in an environment where feminist and poststructuralist work of the late 20th century seems to have lost traction.These observations are based on empirical research in a Victorian school, combined with autoethnographic writing and other materials connecting teachers’ and researchers’ lives to the broader cultural postfeminist debate. The paper makes room for an absent subject, the teacher, marginalised in neoliberal discourses of curriculum and critiques the masculinist hegemony of outcomes and standards-based education. This provides us with new ways to challenge increasingly dominant current paradigms and to conceptualise a different future in which the standpoints of teachers are privileged in curriculum theory and curricular innovation.
Language eng
Field of Research 130106 Secondary Education
Socio Economic Objective 930201 Pedagogy
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2015, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079861

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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