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Supporting disadvantaged students in an English primary school: matters of entrepreneurial and traditional professionalism

Keddie, Amanda 2017, Supporting disadvantaged students in an English primary school: matters of entrepreneurial and traditional professionalism, Cambridge journal of education, pp. 1-16, doi: 10.1080/0305764X.2016.1270257.

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Title Supporting disadvantaged students in an English primary school: matters of entrepreneurial and traditional professionalism
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Journal name Cambridge journal of education
Start page 1
End page 16
Total pages 16
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2017-01-23
ISSN 0305-764X
1469-3577
Keyword(s) teacher professionalism
entrepreneurial professionalism
traditional professionalism
english schooling
disadvantaged students
Summary This paper explores issues of teacher professionalism. The focus is on the competition, control and standardisation that tend to be associated with ‘entrepreneurial’ professionalism on the one hand, and the autonomy, care and criticality that tend to be associated with ‘traditional’ professionalism, on the other. The paper presents a series of descriptive observations of classroom and school practice and segments of interview data gathered from 11 administrative and teaching staff at a primary school in England. These data illustrate how forms of entrepreneurial and traditional professionalism are operating in the school’s attempts to support its disadvantaged students. Such illustration highlights the tensions and complexity associated with the enactment of both forms of professionalism but, ultimately, the ways in which the current sociality of performativity engulfing schools is relegating traditional versions of professionalism to the margins.
Notes In Press
Language eng
DOI 10.1080/0305764X.2016.1270257
Field of Research 130105 Primary Education (excl Maori)
130307 Ethnic Education (excl Aboriginal and Torres Strait Islander, Maori and Pacific Peoples)
130304 Educational Administration, Management and Leadership
Socio Economic Objective 930403 School/Institution Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, University of Cambridge, Faculty of Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090869

Document type: Journal Article
Collection: School of Education
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Created: Mon, 30 Jan 2017, 10:23:56 EST

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