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Appendix 1 Role and Structure of the NUT
Author: Jean Laight
In: Exploring Narratives of Women Teacher Trade Union Activists
Appendix 4 Top 3 Ranking Categories of Frequency for Each Participant
Author: Jean Laight
In: Exploring Narratives of Women Teacher Trade Union Activists
Appendix 2 Timeline Showing Key Moments in Policy Changes to and Initiatives in Education
Author: Jean Laight
In: Exploring Narratives of Women Teacher Trade Union Activists
Chapter 7 Findings
Author: Jean Laight

Abstract

This chapter presents my interpretation of some of the main themes and sub-themes that have emerged from the data. Having conducted an initial analytical approach, as described in the research methodology chapter, I began by ‘pawing’ to get the ‘feel’ of the data (Ryan & Bernard, 2003). I then systematically began to code the data to identify themes.

In: Exploring Narratives of Women Teacher Trade Union Activists
Chapter 6 Research Methodology
Author: Jean Laight

Abstract

This chapter investigates the most appropriate, authentic and creative methodology to enable me to fulfil the aim of my research, which is to discover, through the stories they tell, why women teachers stay in the profession and become trade union activists. I explain the rationale used to formulate my main research question and the supportive research questions. Here, I state my ontological and epistemological stances and go on to discuss the reasons for choosing this methodology. This chapter also engages with the work of Michelinos Zembylas to develop a theoretical framework which will enable me to interrogate the most significant issues that have arisen as a result of examining data provided through the women’s stories. I also draw together my work in previous chapters to inform my decisions. By doing so, I am able to explore suitable data collection methods and respond to my research questions.

In: Exploring Narratives of Women Teacher Trade Union Activists
Chapter 5 Activism
Author: Jean Laight

Abstract

This chapter reviews factors concerning activism and related concepts. I explore the phenomenon of global resistance and the concepts of collective resistance, power, agency and resilience in the context of my research questions. Teachers are on the front line of education in the classroom which is an important and influential position, yet in this position, they are also likely to be criticised or attacked. Although teachers are in such a strong position, being on the frontline of teaching in the classroom on a daily basis, the oppressive nature of the government education reform agenda has undermined their influence through their neo-liberal attitudes and behaviour. The power of solidarity against the neo-liberal education agenda has provided a strong platform which is empowering to teachers locally and globally. I have drawn upon the work of Picower (2012), having explored a wide range of literature and possibilities, to define teacher activism, the journey of which this chapter charts.

In: Exploring Narratives of Women Teacher Trade Union Activists
Chapter 4 Teacher Identity and the Emotional Work of Teaching
Author: Jean Laight

Abstract

This chapter explores the complexity of teachers’ identity and sense of self. The literature focuses upon the impact of government policy and the emotional work of teaching, citing some of the policy moments which have indicated significant changes to teachers’ roles and their understanding of the concept of professional identity.

In: Exploring Narratives of Women Teacher Trade Union Activists
Chapter 9 Conclusions, Recommendations and Limitations
Author: Jean Laight

Abstract

This study was carried out to fulfil the aim of my research, which is to discover, through the stories they tell, why women teachers stay in the profession and become trade union activists. I provide conclusions to my study to explain why the research was carried out and I also provide recommendations for further research and discuss the limitations of the research I have undertaken in this study. Most importantly, I present what I believe to be my original contribution to the field of knowledge.

In: Exploring Narratives of Women Teacher Trade Union Activists
Chapter 2 Teacher Professionalism
Author: Jean Laight

Abstract

This chapter addresses a central aim of the research which is to privilege teacher voice by providing an underpinning discussion of the ways in which government policy has influenced the perceptions of their professional status causing many teachers to reconsider their place in the profession. Government neo-liberal policy changes have impacted upon teacher autonomy and previously acknowledged perceptions of professionalism. There being no universally accepted definition of teacher professionalism, I have drawn upon the definition provided by Osmond-Johnson (2015) as an appropriate staring point in relation to my work because it has been adopted as a result of consulting teacher trade unionists. I have considered the definition of the term teacher professionalism as a combination of ‘learner, mentor, advocate and collaborator’ (Osmond-Johnson, 2015, p. 14), as well as having autonomy, respect and the freedom to choose the direction of their own professional development.

In: Exploring Narratives of Women Teacher Trade Union Activists
Chapter 3 The De-Professionalisation of Teaching?
Author: Jean Laight

Abstract

This chapter discusses the process of the professionalisation of support staff and how this has shaped the perceptions of the teaching profession and the shifting nature of the role of the qualified teacher. In order to provide conceptual clarity, I have adopted the stance that ‘professionalisation’ is the formalising of work that is done in order to transform the work into a profession and the worker into a professional.

In: Exploring Narratives of Women Teacher Trade Union Activists