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Title: Discourse appropriation and category boundary work: casual teachers in the market
Contributor(s): Charteris, Jennifer  (author)orcid ; Jenkins, Kathryn A  (author)orcid ; Jones, Marguerite A (author)orcid ; Bannister-Tyrrell, Michelle  (author)orcid 
Publication Date: 2017
Open Access: No
DOI: 10.1080/01596306.2015.1113158
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Fields of Research (FoR) 2008: 130304 Educational Administration, Management and Leadership
130313 Teacher Education and Professional Development of Educators
Fields of Research (FoR) 2020: 390403 Educational administration, management and leadership
390307 Teacher education and professional development of educators
390305 Professional education and training
Socio-Economic Objective (SEO) 2008: 9304 School/Institution
939902 Education and Training Theory and Methodology
Socio-Economic Objective (SEO) 2020: undefined
160302 Pedagogy
Abstract: With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as restoried memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might 'do' category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market.
Publication Type: Journal Article
Source of Publication: Discourse: Studies in the Cultural Politics of Education, 38(4), p. 511-529
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1469-3739
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article

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