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dc.contributor.authorThomas, Sueen_US
dc.date.accessioned2017-05-03T11:55:46Z
dc.date.available2017-05-03T11:55:46Z
dc.date.issued2011en_US
dc.date.modified2013-05-30T00:21:50Z
dc.identifier.issn01596306en_US
dc.identifier.doi10.1080/01596306.2011.573253en_US
dc.identifier.urihttp://hdl.handle.net/10072/41992
dc.description.abstractThis paper explores the interrelationships between discourses on teachers constructed in television programs and in policies in the Australian policy context. It argues that, in the context of public debates on teacher quality, both media and education policy texts construct deficit discourses about teachers, discourses that work together to inform public, commonsense understandings on teacher quality. Critical discourse analysis was employed to trace the discursive links between the discourses on teachers constructed in a television situation comedy and the documents that inform the Australian Government Quality Teacher Programme. The paper demonstrates the interdiscursivity of media and policy discourses on teacher quality by analysing the ways that a television sitcom constructed a particular version of teachers within the Australian policy context. The analysis highlights the need for teachers to challenge these deficit discourses in order to reconstruct the teaching profession as an active voice in the public media debates on education.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent93133 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom371en_US
dc.relation.ispartofpageto382en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalDiscourse: Studies in the Cultural Politics of Educationen_US
dc.relation.ispartofvolume23en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.titleTeachers and public engagement: an argument for rethinking teacher professionalism to challenge deficit discourses in the public sphereen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2011 Routledge. This is an electronic version of an article published in Discourse, Vol. 23(3), 2011, pp. 371-382. Discourse is available online at: http://www.informaworld.com with the open URL of your article.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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